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在情境学习、社会共享认知等新学习概念影响下,"教师学习"正在成为国际上教师认知研究和教师教育实践的一个前沿课题。本文构建了教师学习的分析维度,即学习的产品、学习的条件和学习的发生机制;以此为框架考察了国外教师学习研究的现状:较早的研究集中于描述"产品",即教师个体的知识变化;较近期的研究转向外部条件,创建实践共同体并考察其对教师学习的作用;初露头角的则是对教师学习在个体与环境互动中的发生机制加以解析。本文在对已有研究的评论中指出,心理维度和社会维度的统一而非互斥是教师学习研究应有的理论取向,教师个体和教师群体共同构成教师学习研究的分析单元。
Abstract：[1] 刘学惠,国外“教师思想研究”评介,高等师范教育研究,1998(5) 刘学惠,教师认知研究回溯与思考:对教师教育之意涵,教育理论与实践2006(6)
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[17] Franke,M.L.,Carpenter,T.P.,Levi,L.& Fennema,E.(2001) .Capturing teachers' generative change:a follow-up study of professional development in mathematics.American Educational Research Journal.38,653-689
[19] Little,J.W.(2002) .Locating learning in teachers' communities of practice:Opening up problems of analysis in records of everyday practice.Teaching and Teacher Education,18,917-946
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[24] 罗树华.教师学习论.山东教育科研,2002(1) 杜旭林.教师学习团体的作用及其机制.中小学教师培训.2001(8)
基本信息:
中图分类号:G451.1
引用信息:
[1]刘学惠,申继亮.教师学习的分析维度与研究现状[J].全球教育展望,2006,35(08):54-59.