| 教师专业学习共同体的实践基模及其本土化培育 |
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| 引用本文： | 陈晓端,龙宝新.教师专业学习共同体的实践基模及其本土化培育[J].课程.教材.教法,2012(1):106-114. |
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| 作者姓名： | 陈晓端 龙宝新 |
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| 作者单位： | 陕西师范大学教育学院 |
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| 基金项目： | 全国教育科学“十一五”规划2009年度教育部重点课题“西部农村教师专业可持续发展的PLC模式研究”成果之一(课题批准号DGA090195);教育部陕西师范大学基础教育课程研究中心2009年度资助课题成果 |
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| 摘 要： | 教师专业学习共同体(PLC)是作为专业人员的教师共同构建的事业型共同体、实践型共同体与学习型共同体。在教师专业学习共同体中,教师发展具有双驱动力和双主体特性,其核心机制是差异互动,其学习对象是学习型课程,其目标是创构实践性理论。要培育出本土化的教师专业学习共同体,必须抓住三个重要链环:成长需要的激发、实践问题的关注与良性互动文化的巩固。
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| 关 键 词： | 教师专业学习共同体 学习型课程 实践基模 实践性理论 |
On Practical Model and Its Building of Teacher Professional Learning Community |
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| CHEN Xiao-duan,LONG Bao-xin.On Practical Model and Its Building of Teacher Professional Learning Community[J].Curriculum; Teaching Material and Method,2012(1):106-114. |
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| Authors: | CHEN Xiao-duan LONG Bao-xin |
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| Institution: | (College of Education,Shaanxi Normal University,Xi’an Shaanxi 710062,China) |
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| Abstract: | Teacher professional learning community(PLC) is an enterprise community,practical community and learning community.Analyzing its basic practical model scientifically is the premise of developing teacher professional learning community.Teacher development has such characteristics as double driving force and double subjects in teacher professional learning community.Its core mechanism is difference-based interaction,its learning content is learning curriculum and its object is creating practical theories.Arousing the developing need,paying attention to practice and consolidating the benign interactive culture are three key points in developing localized teacher professional learning community. |
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| Keywords: | professional learning community learning curriculum practical model practical theory |
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