| 基于实践共同体模式的学科教学论教师专业能力提升策略 |
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| 引用本文： | 张光陆高,超.基于实践共同体模式的学科教学论教师专业能力提升策略[J].宁波大学学报(教育科学版),2023,0(3):69-078. |
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| 作者姓名： | 张光陆高 超 |
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| 作者单位： | (宁波大学 教师教育学院,浙江 宁波 315211) |
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| 摘 要： | 学科教学论教师专业能力发展需借助同侪互动的引导和支持。目前学科教学论教师专业能力发展存在重国外理论照搬、轻本土实践应答；重教学理论研究、轻学科实践反思；重学科属性、轻学科融合；重单向指导、轻双向构建；重核心成员主导、轻新手教师参与等问题。学科教学论教师实践共同体模式具有共享愿景导向性、学科实践问题优先性、基于对学科和跨学科的共同思考、多元主体的身份构建和认同以及实践效益的整体性等特征。研究指出，要以融合、创新为理念，立足本土学科教学实践；以课题、课程、课堂为载体，实现理论与实践互鉴互证；以基础教育研究中心为平台，构建开放式跨学科发展模式；以合作、探究、对话、反思为手段，达到主体间双向交融。
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| 关 键 词： | 实践共同体 学科教学论 教师专业能力 教师教育 |
Improvement of Professional Ability of Disciplinary Pedagogical Teachers:The Perspective of Community-based Practice Model |
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| ZHANG Guang-lu,GAO Chao.Improvement of Professional Ability of Disciplinary Pedagogical Teachers:The Perspective of Community-based Practice Model[J].Journal of Ningbo University(Educational Science Edition),2023,0(3):69-078. |
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| Authors: | ZHANG Guang-lu GAO Chao |
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| Institution: | ( College of Teacher s Education, Ningbo University, Ningbo 315211, China ) |
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| Abstract: | The development of disciplinary pedagogical teachers’professional ability needs the guidance and support of peer interaction that is bottlenecked in emphasizing transplantation of foreign theories, teaching theories , disciplinary attributes, one-way guidance, and core members’leadership while neglect ing local practice , teaching practice reflection , interdisciplinary awareness, two-way construction , legal participation of novice teachers, etc. The community-based practices model of disciplinary pedagogical teachers is characteristic of shared views’orientation, priority of disciplinary practice, inter active disciplines and interdisciplinary consideration, construction and identification of multiple subjects, and overall convergence of practical benefits. Accordingly, this study suggest that it is necessary to abide by the notion of integration and innovation to attach importance to local discipline teaching practice; take academic research, curriculum and instruction as the vehicle to realize mutual reference and validation of theory and practice; build the basic education research center as a platform to shape an open and interdisciplinary development model; and accommodate modes of cooperation, exploration, dialogue and reflection to achieve the two-way integration of subjects. |
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| Keywords: | community -based practices disciplinary pedagogy teachersprofessional ability teachers education |
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