摘要
校本课程开发的教师专业发展作用已得到广泛认可,但对其具体过程与机制的描述分析尚不充分。丽江地区三所个案小学的田野调查揭示了教师在校本课程开发活动中形成实践共同体进而实现群体专业发展的过程。研究发现,校本课程开发通过提供目标和领域、确定成员与边界和形成有效实践与互动来确立实践共同体的结构,通过赋予利他的意义与价值、营造学习的情境与过程以及内化身份认同与心理归属来提供实践共同体的意义元素;民族与乡土文化传统有利于教师实践共同体的维持与发展。在此基础上总结民族地区基于校本课程开发的教师实践共同体建构模型,并提出制度保障与组织支持方面的建议。通过校本课程开发建构教师实践共同体的丽江经验对其他民族地区教师专业发展具有借鉴作用。
It has been widely recognized that school-based curriculum development promotes teachers’ professional development. However, the analysis of its process and mechanism remains insufficient. The field survey of three individual primary schools in Lijiang reveals the process of teachers forming a practical community in school-based curriculum development activities to attain group professional development. It is found that school-based curriculum development establishes the structure of practice community by providing goals and fields, identifying members and boundaries, and forming effective practice and interactions.It provides the meaning elements the community of practice through endowing altruistic meaning and value, creating the situation and process of learning, and internalizing identity and psychological belonging. Ethnic and local cultural traditions are conducive to the maintenance and development of teachers’ practice community. Finally, the article summarized the construction model of teacher practice community based on school-based curriculum development in ethnic areas, and proposed on institutional guarantee and organizational support. The experience of Lijiang in constructing the teacher practice community through school-based curriculum development provides reference for the professional development of teachers in other ethnic areas.
作者
胡迪雅
李玲岩
李雅悠
HU Di-ya;LI Ling-yan;LI Ya-you(School of Education,Minzu University of China,Beijing 100081;MED Time Science and Technology Co.,LTD.,Beijing 100000)
出处
《民族教育研究》
CSSCI
北大核心
2022年第2期60-69,共10页
Journal of Research on Education for Ethnic Minorities
基金
全国教育科学规划教育部重点课题“散杂区民族学校文化生态与组织文化质性研究”(项目编号:DMA170284)的阶段性成果。
关键词
民族地区
校本课程开发
教师实践共同体
教师专业发展
ethnic areas
school-based curriculum development
teacher practice community
teacher professional development
