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至今,学者们主要从哲学、教育学、社会学、文化学、生态学等视角对教师学习共同体进行界定。有研究者从社会学和教育学的角度出发,认为教师学习共同体是由为完成共同任务或问题,并有共同的志趣、愿景、情感等精神因素的教师个体(专家、教师)共同构成的学习团体,他们通过交流、沟通、同济互助和合作,分享各种学习资源,利用各种优势创造有机的、和谐的学习环境,为教师个体提供学习、反思的机会,从而促进教师个体专业
So far, scholars have defined the community of teacher learning mainly from the perspectives of philosophy, pedagogy, sociology, culture studies and ecology. Some researchers from the sociology and pedagogy point of view, that the teacher learning community is composed of teachers for the completion of a common task or problem, and have common spiritual, vision, emotion and other mental factors (experts, teachers) They share various learning resources through exchanges, communication, Tongji mutual aid and cooperation. They use various advantages to create an organic and harmonious learning environment and provide opportunities for teachers to learn and reflect so as to promote individual teachers’ professionalism.