教育集团学科教研共同体的内涵价值、现实困境及纾解策略

• 영문명: The Connotation Value, Practical Difficulties, and Mitigation Strategies of the Subject Teaching and Research Community of the Education Group
• 발행기관: YIXIN 출판사
• 저자명: Yang Bin Zhang Ying
• 간행물 정보: 『Journal of Education and Teaching』Vol.3 No.6, 46~54쪽, 전체 9쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.06.30

국문 초록

With the deepening of group education, how to effectively improve the quality of subject teaching within the group has become a core issue of concern for various schools. The teaching and research community is an important lever for promoting the construction of subject teachers in the new era and improving the quality of basic education. Its characteristic is to fully utilize the excellent resources of group teachers and promote balanced development of education. From the perspective of the theory of community of practice, it is found that education group teachers face obstacles in the process of assisting teaching and research, including the lack of identity recognition and the decline of negotiation culture; Ambiguity of shared vision: the inconsistency of teachers’vision and the adherence to experience; The weakness of shared resources: the scarcity of platform resources and the lack of institutional guarantees are practical difficulties. The development of the discipline teaching and research community of the Future Education Group requires the creation of endogenous driving forces: using joint participation as a link of action to promote the construction of member identity; building an intermediary framework; using a common vision as a guide for action to promote the reshaping of the role of leaders; Endow external support: take shared resources as the cornerstone of action, strengthen the supply and cooperation of guarantee mechanisms, and promote the high-quality development of basic education and the improvement of teacher research quality.

영문 초록

随着集团化办学的不断推进，如何有效提升集团内部学科教学质量成为各校关注的焦点问题。教研共同体作为推进新时代学科教师队伍建设、提高基础教育质量的重要抓手，其核心优势在于充分利用集团教师优秀资源，促进教育均衡发展。本文以实践共同体理论为分析视角，发现教育集团教师助力教研过程中面临着诸多现实困境：身份认同的缺失及协商文化的式微；教师愿景的龃龉及经验的固守照搬；平台资源的匮乏及制度保障的缺乏等。未来教育集团学科教研共同体的发展，应当从以下三个方面着手：以共同参与为行动纽带，助推成员身份的建构；以共同愿景为行动指引，推进引领者角色的重塑；以共享资源为行动基石，加强保障机制的供给。这些措施可以推动基础教育高质量发展及教师教研质量的提升。

목차

Ⅰ. 引言

Ⅱ. 教育集团学科教研共同体内涵特点及价值

Ⅲ. 教育集团学科教研共同体的现实困境

Ⅳ. 理论基础：实践共同体理论及其可行性剖释

Ⅴ. 教育集团学科教研共同体的纾解策略

参考文献

키워드

Educational research community Community of practice Teacher Professional Development 教研共同体 实践共同体 教师专业发展