中小学教师“影子学习”的基本内涵与实现路径

汪文华,潮道祥

doi:10.13718/j.cnki.jsjy.2015.06.005

教师教育学报

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中小学教师“影子学习”的基本内涵与实现路径

汪文华,潮道祥. 中小学教师“影子学习”的基本内涵与实现路径[J]. 教师教育学报, 2015, 2(6): 31-40. doi: 10.13718/j.cnki.jsjy.2015.06.005

引用本文:

汪文华,潮道祥. 中小学教师“影子学习”的基本内涵与实现路径[J]. 教师教育学报, 2015, 2(6): 31-40. doi: 10.13718/j.cnki.jsjy.2015.06.005

WANG Wen-hua,CHAO Dao-xiang. Connotation and Implementation of Shadow Learning for Primary and Secondary School Teachers[J]. Journal of Teacher Education, 2015, 2(6): 31-40. doi: 10.13718/j.cnki.jsjy.2015.06.005

Citation:

WANG Wen-hua,CHAO Dao-xiang. Connotation and Implementation of Shadow Learning for Primary and Secondary School Teachers[J]. Journal of Teacher Education, 2015, 2(6): 31-40. doi: 10.13718/j.cnki.jsjy.2015.06.005

中小学教师“影子学习”的基本内涵与实现路径

汪文华,潮道祥

安徽省无为县教师进修学校,安徽无为,238300 ; 合肥师范学院安徽省师训、干训与教师资格认定指导中心,安徽合肥,230061

Connotation and Implementation of Shadow Learning for Primary and Secondary School Teachers

WANG Wen-hua,CHAO Dao-xiang

摘要: 从教师“专业发展”到教师“专业学习”，由教师培训到教师学习，教师“影子培训”也应走向“影子学习”。教师学习旨在促进学生有效学习，具有自主性、经验性、情境性和持续性。教师“影子学习”的价值定位是为儿童而研修、为成长而研修，它以建构知识(问题解决、实践改善)为目标，以真实情境中经验生成的、整合的知识为内容，依托主体多元的学习共同体，进行互动参与式和反思探究式的、长期持续的自我指导学习；在组织上从他组织走向自组织，形成将“影子”学校、“导师”团队和学员整合在一起的组织结构；在实施上建立教师“影子学习”机制，完善“影子校长”与“影子教师”，优化“师徒制”教师学习。
- 中小学教师；教师学习； “影子学习”； “影子培训”； “影子校长”
Abstract: To match the transition from “professional development”to “professional learning”and from training to learning,“shadow training”should also shift to “shadow learning”.Teacher learning is au-tonomous,empirical,situational and continuous.Its aim is to promote students??effective learning. Teachers??“shadow learning”serves for their personal development and for the valid study of children. With the aim of constructing knowledge,shadow learning applies the integrated knowledge from the real life experience to involve interactive,reflective,long-term and continuous self-guided learning in a multi-subjective learning community.It is self-organized with the help of shadow schools,group of mentors and learner community.In application,measures should be taken to establish the mechanism of teacher shadow learning and to improve the strategy of “principal shadowing”and the “prentice-learning-from-master”model.
- primary and secondary teachers；teacher learning；“Shadow to learning”；“Shadow train-ing”；“Shadow schoolmaster” .

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中小学教师“影子学习”的基本内涵与实现路径

汪文华,潮道祥

安徽省无为县教师进修学校,安徽无为,238300 ; 合肥师范学院安徽省师训、干训与教师资格认定指导中心,安徽合肥,230061

关键词:

中小学教师；教师学习； “影子学习”； “影子培训”； “影子校长”

摘要: 从教师“专业发展”到教师“专业学习”，由教师培训到教师学习，教师“影子培训”也应走向“影子学习”。教师学习旨在促进学生有效学习，具有自主性、经验性、情境性和持续性。教师“影子学习”的价值定位是为儿童而研修、为成长而研修，它以建构知识(问题解决、实践改善)为目标，以真实情境中经验生成的、整合的知识为内容，依托主体多元的学习共同体，进行互动参与式和反思探究式的、长期持续的自我指导学习；在组织上从他组织走向自组织，形成将“影子”学校、“导师”团队和学员整合在一起的组织结构；在实施上建立教师“影子学习”机制，完善“影子校长”与“影子教师”，优化“师徒制”教师学习。

English Abstract

Connotation and Implementation of Shadow Learning for Primary and Secondary School Teachers

安徽省无为县教师进修学校,安徽无为,238300 ; 合肥师范学院安徽省师训、干训与教师资格认定指导中心,安徽合肥,230061

Keywords:

中小学教师；教师学习； “影子学习”； “影子培训”； “影子校长”

Abstract: To match the transition from “professional development”to “professional learning”and from training to learning,“shadow training”should also shift to “shadow learning”.Teacher learning is au-tonomous,empirical,situational and continuous.Its aim is to promote students??effective learning. Teachers??“shadow learning”serves for their personal development and for the valid study of children. With the aim of constructing knowledge,shadow learning applies the integrated knowledge from the real life experience to involve interactive,reflective,long-term and continuous self-guided learning in a multi-subjective learning community.It is self-organized with the help of shadow schools,group of mentors and learner community.In application,measures should be taken to establish the mechanism of teacher shadow learning and to improve the strategy of “principal shadowing”and the “prentice-learning-from-master”model.