教育科学 ›› 2024, Vol. 40 ›› Issue (4): 53-59.

• 教师教育研究 • 上一篇    下一篇

跨校非正式教师教育科研共同体的交往类型、运行方式与行动特点*

丁杰1, 孙朝仁1, 王一军2   

  1. 1.苏州市教育科学研究院,江苏 苏州 215004
    2.南京师范大学 教育科学学院,江苏 南京 210097
  • 出版日期:2024-07-15 发布日期:2024-09-06
  • 作者简介:丁杰(1972- ),女,江苏苏州人,苏州市教育科学研究院院长;|孙朝仁(1967- ),男,江苏连云港人,苏州市教育科学研究院教育发展研究所所长;|王一军(1966- ),男,江苏宿迁人,南京师范大学教育科学学院教授。
  • 基金资助:
    *国家社会科学基金(教育学)一般课题“指向立德树人的区域教科研整体改革实践研究”(BHA190120)

Communication Types, Operational Methods, and Action Characteristics of Cross-School Informal Teacher Education Research Communities

Ding Jie1, Sun Chaoren1, Wang Yijun2   

  1. 1. Suzhou Education Science Research Institute, Suzhou Jiangsu 215004,China
    2. School of Education Science, Nanjing Normal University, Nanjing Jiangsu 210097,China
  • Online:2024-07-15 Published:2024-09-06

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摘要：

针对当前中小学教育科研中的组织冲突,推动跨校非正式教师教育科研共同体建设,是高质量教育发展的重要选择。跨校非正式教师教育科研共同体,具有自主表达、目标导向、载体驱动、平台依附等多种交往类型,在不同的视角上包括角色分工、个体经验学习、团队互助学习、集体行动路径等运行方式。面向成员分散行动的群体决策过程、追求实践创新的行动研究、群体直觉式自然研究方法,是跨校非正式教师教育科研共同体的行动特点。其中,群体直觉式自然研究方法具体包括临床问题、草根声音、行动循证、协商规训四大基本要素。

关键词: 跨校非正式教师共同体, 教师教育科研, 知识分享, 群体决策, 直觉式自然研究

Abstract:

In response to the organizational conflicts in current primary and secondary education research, promoting the construction of cross-school informal teacher education research communities is an important choice for the development of high-quality education. The cross-school informal teacher education and research community has various types of communication, such as autonomous expression, goal orientation, carrier drive, and platform dependence. From different perspectives, it includes role division, individual experience learning, team mutual aid learning, and collective action path. The group decision-making process for member decentralized actions, action research pursuing practical innovation, and group intuitive natural research methods are the action characteristics of the cross-school informal teacher education research community.Among them, the group intuitive natural research method specifically includes four basic elements: clinical problems, grassroots voices, evidence-based actions, and negotiated discipline.

Key words: cross-school informal teacher community, teacher education research, knowledge sharing, group decision-making, intuitive natural research

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