摘要
教师非正式学习文化是教师在长期的非正式学习实践后,自觉或不自觉地形成的一种教师发展与存在的稳定方式,是教师发展的深层次、机理性东西。教师非正式学习文化具有目的的非功利性、表现形式的非结构性、来源的多元性、"成果"的非显现性、场域的情境性、主体的自主性等独特性特征。当下,要从观念层面上整合"正式学习与非正式学习"、制度层面上互补"显性制度文化与隐性制度文化"、物质层面上融合"物化与人化",以建设一种符合学校教师终身发展的非正式学习文化。
Teachers' informal learning culture is a stable manner of teacher development and existence formed consciously or unconsciously after informal learning in the long tenn. It reflects a deep, rational mechanism of teacher development. Teachers' informal learning culture is characterized by un-ntilitarian purposes, non-structural manifestations, diversity sources, non-visual achievement, situational context, and autonomous subjective. At present, to construct informal learning culture need to accord with school teachers' lifelong development, formal learning and informal learning should be organically integrated in the ideological level, explicit institutional culture and implicit institutional culture should be effectively supplemented in the institutional level, and materialization and humanization should be perfectly fused in the material level.
出处
《教师教育研究》
CSSCI
北大核心
2013年第4期7-12,共6页
Teacher Education Research
基金
中央高校基本科研业务费专项资金资助(SWU1309305)
关键词
教师非正式学习
教师非正式学习文化
文化建设
teachers' informal learning
teachers' informal learning culture
culture construction