本文選題：教師專業(yè)發(fā)展 + 教師實(shí)踐共同體　； 參考：《西南大學(xué)》2010年碩士論文

【摘要】： 近年來,由情境認(rèn)知與學(xué)習(xí)理論發(fā)展起來的“實(shí)踐共同體”(Community of Practice)概念,逐漸被一些教育工作者嘗試引入我國的教育實(shí)踐領(lǐng)域。一方面,教師實(shí)踐共同體強(qiáng)調(diào)了從個人作為個體學(xué)習(xí)者轉(zhuǎn)移到個人作為社會實(shí)踐參與者的重要性,將參與視為學(xué)習(xí)的關(guān)鍵成分；另一方面,它還打破了以往“教育者”與“學(xué)習(xí)者”之間的傳統(tǒng)界限,在教師群體發(fā)展中引入“共同體”思想,以共同體成員之間的助學(xué)關(guān)系以及相互作用機(jī)制來重新審視教師個體專業(yè)發(fā)展以及教師群體專業(yè)發(fā)展之間的關(guān)系。情境認(rèn)知與學(xué)習(xí)環(huán)境下的實(shí)踐共同體理論研究為教師提供了良好的發(fā)展空間和平臺,因此,我們有理由相信,構(gòu)建教師實(shí)踐共同體在提升教師專業(yè)發(fā)展方面是具有重要的現(xiàn)實(shí)意義的。 本文共分為三部分。 第一部分,緒論。闡述了論文的選題緣由、研究目的和意義、研究思路和方法以及國內(nèi)外對教師實(shí)踐共同體的研究現(xiàn)狀的綜述。 第二部分,從教師實(shí)踐共同體的興起、內(nèi)涵、特征以及價值等四方面入手,對教師實(shí)踐共同體的基本理論進(jìn)行了詳盡分析,并把教師實(shí)踐共同體初步定義為是由學(xué)習(xí)者與助學(xué)者(包括教師、專家學(xué)者、顧問)等所構(gòu)成的正式或者非正式教師團(tuán)隊(duì),是基于教學(xué)實(shí)踐中問題解決而自行組織的,以分享與創(chuàng)生為精神、對話和協(xié)商為機(jī)制、合作和互助為手段的,旨在促進(jìn)教師認(rèn)知成長和身份發(fā)展的一種學(xué)習(xí)生態(tài)系統(tǒng)。 第三部分,對建構(gòu)教師實(shí)踐共同體的影響因素和動力機(jī)制進(jìn)行了深入透徹的分析,并在此基礎(chǔ)上提出了教師實(shí)踐共同體的建構(gòu)策略。 本文致力于關(guān)注教師的生存狀態(tài),回歸到教師的生活世界去尋找教師專業(yè)發(fā)展的立足點(diǎn)和出發(fā)點(diǎn),展開對教師實(shí)踐共同體的探索性研究,試圖解決教師專業(yè)發(fā)展內(nèi)在轉(zhuǎn)型的要求與現(xiàn)實(shí)中教師教育理論與實(shí)踐脫節(jié)的困境。通過對教師實(shí)踐共同體的研究,為新課程背景下促進(jìn)教師專業(yè)化發(fā)展尋求新的發(fā)展視角。
[Abstract]:In recent years, the concept of "Community of practice", developed from situational cognition and learning theory, has been gradually introduced into the field of educational practice by some educators. On the one hand, the Community of teacher practice emphasizes the importance of moving from individual as individual learner to individual as participant in social practice, and considers participation as a key component of learning; on the other hand, It also breaks the traditional boundary between "educators" and "learners" and introduces the idea of "community" in the development of teacher groups. The relationship between the individual professional development of teachers and the professional development of teachers' groups is re-examined by the aid relationship and interaction mechanism among the members of the community. The theory of practice community in the context of situational cognition and learning provides a good development space and platform for teachers. Therefore, we have reason to believe that, The construction of teacher practice community is of great practical significance in promoting teachers' professional development. This paper is divided into three parts. The first part, introduction. This paper expounds the reason, purpose and significance of the thesis, research ideas and methods, and a summary of the current situation of teachers' community of practice at home and abroad. The second part, starting with the rise, connotation, characteristics and value of the teachers' community of practice, the author makes a detailed analysis of the basic theory of the community of teachers' practice. And the teacher practice community is defined as a formal or informal group of teachers composed of learners and learners (including teachers, experts and scholars, consultants), which is based on the solution of problems in teaching practice. Based on the spirit of sharing and creation, dialogue and consultation as a mechanism, cooperation and mutual assistance as a means, aims at promoting teachers' cognitive growth and identity development of a learning ecosystem. In the third part, the author makes a thorough analysis of the influencing factors and motive mechanism of the construction of teachers' community of practice, and puts forward the construction strategy of the community of teachers' practice on this basis. This paper is devoted to pay attention to the living state of teachers, return to the life world of teachers to find the foothold and starting point of teachers' professional development, and carry out the exploratory research on the community of teachers' practice. This paper attempts to solve the dilemma of the internal transformation of teacher professional development and the disconnection between the theory and practice of teacher education in reality. Through the research on the community of teachers' practice, we seek a new development angle for promoting teachers' professional development under the background of the new curriculum.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G451.1

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 葉海龍;;“實(shí)踐共同體”及其對教師專業(yè)發(fā)展的啟示[J];當(dāng)代教育科學(xué);2011年16期

相關(guān)博士學(xué)位論文 前1條

1 張麗;在線實(shí)踐共同體培育策略研究[D];華東師范大學(xué);2011年

相關(guān)碩士學(xué)位論文 前9條

1 劉蘭超;一位高中英語教師實(shí)踐知識的個案研究[D];西南大學(xué);2011年

2 劉淼;基于實(shí)踐共同體的干部在線培訓(xùn)模式研究[D];華東師范大學(xué);2011年

3 宣丹平;生態(tài)取向下高校輔導(dǎo)員虛擬實(shí)踐共同體培育研究[D];浙江師范大學(xué);2012年

4 劉惠娟;班級管理共同體及其建構(gòu)研究[D];南京師范大學(xué);2012年

5 許萍茵;生態(tài)哲學(xué)視域下教師學(xué)習(xí)共同體之探索[D];海南師范大學(xué);2012年

6 陳晶;教師實(shí)踐知識的反思與提升[D];吉林大學(xué);2013年

7 史璐;虛擬學(xué)習(xí)社區(qū)實(shí)踐共同體的教學(xué)行為研究[D];曲阜師范大學(xué);2013年

8 王雪;小學(xué)教研組建設(shè)的策略研究[D];重慶師范大學(xué);2013年

9 肖偉紅;基于微格教學(xué)實(shí)踐共同體的生物師范生教學(xué)技能訓(xùn)練研究[D];重慶師范大學(xué);2013年

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本文編號：2115549