教師如何一起學習?: 探究中國大陸課程改革背景下學校教研組(TRGs)的教師學習 = How do teachers learn together? :a study of teachers' learning in school-based Teaching Research Groups (TRGs) within the context of curriculum reform in China.
當前中國大陸新課程改革進入深化階段,教師專業發展政策將校本教研作為一種策略,試圖基於原有學校教研組開展校本教研,幫助教師學習以推進教學變革。借助組織學習的分析框架(4I)及組織知識轉化的理論,本研究對上海市基礎教育學校中的六個教研組內的教師學習展開實證研究,呈現出以下一些研究發現。 === 首先,中國大陸的學校組織具有嚴緊-鬆散耦合系統的特徵。學校教研組是自上而下硬造的教師同事合作關係。教研組中教師的學習本質上是組織制度化學習。但透過參與組內教研活動,教師獲得不同的社會性學習經驗。其間,教師的學習及轉變是循環往覆的過程,不斷在改變和維持現狀之間進退徘徊。 === 其次,教研組內教師透過不同的學...
Other Authors: | 張晓蕾 (author.) |
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Format: | Others |
Language: | Chinese English |
Published: |
2014
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Subjects: | |
Online Access: | http://library.cuhk.edu.hk/record=b6115419 http://repository.lib.cuhk.edu.hk/en/item/cuhk-1202880 |
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