华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2022, Vol. 40 ›› Issue (10): 29-41.doi: 10.16382/j.cnki.1000-5560.2022.10.003

• 教师队伍建设 • 上一篇    下一篇

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

郑鑫1, 刘源2, 尹弘飚3,1   

  1. 1. 西南大学教育学部，重庆 400715
    2. 西南大学心理学部，重庆 400715
    3. 香港中文大学教育学院，香港 999077
  • 接受日期:2022-04-17 出版日期:2022-10-01 发布日期:2022-09-29
  • 基金资助:
    国家社科基金教育学青年项目“基础教育教研体系的中国经验及国际传播研究”（CDA210251）

How Cultures and Contexts Influence Teacher Learning: Taking Empirical Studies on Chinese Teacher Learning Communities as Examples

Xin Zheng1, Yuan Liu2, Hongbiao Yin3,1   

  1. 1. Faculty of Education, Southwest University, Chongqing 400715, China
    2. Faculty of Psychology, Southwest University, Chongqing 400715, China
    3. Faculty of Education, Chinese University of Hong Kong, Hong Kong 999077, China
  • Accepted:2022-04-17 Online:2022-10-01 Published:2022-09-29

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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