文化与情境是如何影响教师学习的？——以中国教师学习共同体研究为例

doi:10.16382/j.cnki.1000-5560.2022.10.003

摘要/Abstract

摘要：

近20年来，受情境与社会文化观的影响，教师学习研究强调教师所处的文化与情境的影响，教师学习发生于复杂的共同体或系统之中。由于中国学生在多个国际项目中的优异表现，我国多级多类的教师学习系统越来越受到国际关注，被称为中国版本的专业学习共同体。有鉴于此，三项关于中国教师学习共同体的实证研究，试图回应以下三个核心问题：在中国文化与社会情境中如何建设高效的教师专业学习共同体？中国式教师专业学习共同体是否以及如何有益于教师发展？中国教师学习研究如何为国际社会提供借鉴？研究结果表明，我国集体性、协作式的教师专业学习由于所处的不同的历史、制度和文化情境而表现出独特性，有别于英美等西方学者讨论的专业学习共同体。在当今的全球化时代，与“他者”的不断对照和借鉴可以帮助我们反思本土教师学习的问题，进而不断改进实践。同时，中国特色的教师学习方式也能够回应国际教师学习研究的共通问题，从而为国际教师研究作出贡献。

关键词: 文化, 情境, 教师学习, 专业学习共同体, 实证研究

Abstract:

In the past decades, the situative and socio-cultural perspective has deeply influenced the research on teacher learning, and teacher learning occurs in multiple and complex communities or systems. As a result of the high performance in international programs such as PISA, Chinese version of professional learning community (PLC) has gained much attention. This paper introduced a series of empirical studies that focused on teacher learning in multiple learning communities within Chinese cultures and contexts. These studies attempted to respond to three questions: how to build strong PLCs in Chinese context? is Chinese version of PLCs beneficial for teachers? how can the research on teacher learning in Chinese contexts contribute to the international knowledge community? The findings showed that teachers learning was influenced by Chinese cultures and contexts, which was different from the Western counterparts. However, the “others” perspective can help us to understand our own problems, to reflect and improve the educational practice. The unique contexts of teacher learning in China could also make knowledge contributions to the academic community through appropriate conversations.

Key words: culture, context, teacher learning, professional learning communities, empirical studies

郑鑫, 刘源, 尹弘飚. 文化与情境是如何影响教师学习的？——以中国教师学习共同体研究为例[J]. 华东师范大学学报(教育科学版), 2022, 40(10): 29-41.

Xin Zheng, Yuan Liu, Hongbiao Yin. How Cultures and Contexts Influence Teacher Learning: Taking Empirical Studies on Chinese Teacher Learning Communities as Examples[J]. Journal of East China Normal University(Educational Sciences), 2022, 40(10): 29-41.

图/表 2

图 1

表 1

名师通过中介工具与分工引导教师持续学习（Zheng et al., 2021b）"

成员（化名）	矛盾与问题	中介工具	分工
成员（化名）	矛盾与问题	中介工具	名师	其他成员
Bai Liu	害怕做研究	(1) 会议讨论教师为何要做科研 (2) 分发与工作室研究主题相关的学习材料	(1) 主持讨论 (2) 分享个人成长经历 (3) 阐释科研在个人专业成长中的作用	(1) 成员分享各自经历 (2) 研读材料，撰写读书报告，在每月一次的例会上做分享
Bai Hui Liu	如何实施调查研究	(1) 相应的学习材料（文献、操作手册） (2) 邀请专家进行讲座 (3) 制定行动计划（进度、安排） (4) 多次会议讨论修订调查问卷	(1) 准备适合成员的学习材料 (2) 提出行动计划和安排 (3) 在成员讨论产生冲突时，有最终决定权	(1) 集体讨论问卷的每一个题目，最终形成达成共识的问卷 (2) 一对一结对 (3) 每一对联系和负责具体学校的调研和报告撰写工作
Kang Hong Hui Liu	如何撰写调研报告	(1) 理念：要调查“真实”的问题，拿到反映真实情况的资料 (2) 给予调查报告模板 (3) 相应的可模仿的材料	(1) 名师给予一个调研报告模板 (2) 对提交的研究报告进行修改 (3) 汇总所有报告，形成总报告	(1)研究经验更丰富的教师Han首先写出一份调研报告，名师帮助修改 (2) 其他人模仿Han的报告 (3) 交叉检查报告撰写
Han Kang Bai Liu	如何写作并发表论文	(1) 邀请期刊编辑与成员交流 (2) 建立文章内部评审机制	(1) 为学员寻找合适的理论框架 (2) 修改每篇文章 (3) 推荐适合的期刊	(1) 撰写文章初稿 (2) 根据名师的意见修改文章 (3) 提交文章
Bai Kang Hong Hui	如何把研究运用于日常教学	(1) 磨课：研究型课例 (2) 展示研究型课例 (3) 例会讨论	(1) 通过工作室资源组织活动 (2) 邀请知名学科专家进行听评课 (3) 给予意见和反馈	(1) 选取研究主题，并根据理念设计合适的课例 (2) 进行备课和上公开课 (Hong, Hui)

表 1

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