教師共同體的發展困境及優化策略

邱德峰, 李子建

Research output: Contribution to journalArticle

Abstract

當前教師共同體的困境主要體現在兩個方面:一是由於對教師共同體內涵理解不深而導致的教師共同體術語混亂、概念模糊、意義迷失等泛化危機;二是教師共同體自身的理論局限。以兩種典型教師共同體——專業學習共同體(Professional Learning Community)和實踐共同體(Community of Practice)為案例,分析其內涵、特徵、關注點、優勢及其理論局限。進而提出以活動理論(Activity Theory)作為教師共同體理論困境的優化策略,在活動理論的關照下,教師共同體的理論困境得以彌合,其潛能及優勢能夠得到最大限度發揮。
The teacher community comes across two dilemmas. The first is the fuzzy, confusing and inadequate understanding of teacher community, and the other is the theoretical limits. So, this paper takes professional learning community and community of practice as case studies, analyzing the connotations, traits, focuses, strengths and theoretical limits, and then using activity theory to strengthen and enhance the development of teacher community ultimately. Copyright © 2018 河北師範大學.
Original languageChinese
Pages (from-to)53-58
Journal河北師範大學學報(教育科學版)
Volume20
Issue number2
DOIs
Publication statusPublished - Mar 2018

Citation

邱德峰和李子建(2018):教師共同體的發展困境及優化策略,《河北師範大學學報(教育科學版)》,20(2),頁53-58。

Keywords

  • 教師共同體
  • 專業學習共同體
  • 實踐共同體
  • 活動理論
  • Teacher community
  • Professional learning community
  • Community of practice
  • Activity theory
  • Alt. title: A strategic study of the development of teacher community