专业发展背景下教师学习共同体构建研究

河北师范大学硕士学位论文专业发展背景下教师学习共同体构建研究姓名：周淑艳申请学位级别：硕士专业：教育学原理指导教师：任学印20100520III20802080IVVAbstractSince1980s,professionaldevelopmentofteachershasbecomeahottopicinthefieldofeducation.Withthedevelopmentofteachers’professionaldevelopment,thetopicofstrategiesofteachers’professionaldevelopmentbecomesaproblemattractingmoreattention.Seeingfromtheabroadandourhomeland,thescholarsdiscussedthestrategiesofteachers’professionaldevelopmentfromtheanglesofteachers,theenvironmentofschoolandthesocialenvironment.Thestudyintroducesanotherstrategy----constructionofprofessionallearningcommunityunderthecircumstance.Inthe1980s,facingtothequestionsthatappearedinthefieldofAmericaneducation,theeducatorsbegantostudythereasonsofthesequestions,andexploredhowtoimprovetheeducationalactuality.Therefore,asastrategyofimprovementofeducationandteaching,“learningcommunity”wasintroducedtothefieldofeducation.Theconclusionofthisstudyisthatprofessionallearningcommunitypromotesprofessionaldevelopmentofteachersatthesideofindividualandcolonyofteachers.Thestudyemploysdocumentary,casesanalysisandcomparetostudythetopic.Thestudyincludestheintroduction,thebody(fourchapters)andtheconclusion.Introduction:mainlyintroducesthebackgroundofthetopic,themeansofstudy,themeaningofthetopicandthesummarizationoftheformerscholars.Thereinto,thesummarizationincludestheabroadandthedomesticscholars’studyontheconcept,functionandthestrategiesofprofessionallearningcommunity.ChapterOne:theintroductionoftherelativeconceptandtheories.Itmainlycomparestherelativeconcepts,andthetype,andthecharacteristicsofprofessionallearningcommunityandtheelementsofinfluencingtheprofessionaldevelopmentofteachersbriefly.ChapterTwo:professionallearningcommunity:aneffectivewaytopromoteteachersprofessionaldevelopment.Itistheimportantpartofthestudy,mainlyintroducesthefunctionofprofessionallearningcommunity.Professionallearningcommunityisaneffectivewayofprofessionaldevelopment,andpromotestheindividualdevelopmentandthecolonydevelopmentofteachers,providestheemotionalsustainandbuildsaflatforprofessionalVIdevelopment.ChapterThree:analysisoftwocasesoftheUSAandEngland.Itisthedifficultpartofthestudy,mainlyintroducestwocasesofAmericaandEnglandaboutprofessionallearningcommunity,analysestheeffectandtherevelationoftwocasestotheeducationalpracticeofChina.TheComerSchoolDevelopmentProgramandtheNetworkedLearningCommunity’srevelationappearsthestudents,progressandresult-centered,theparticipantsandtheusingmoderntechnology.ChapterFour:theobstacleintheconstructionofprofessionallearningcommunityinourcountryandthestrategies.Itisthecreativepartofthisstudy,mainlyanalysestheobstacleofprofessionallearningcommunityinChina,andintroducesthestrategiesofconstructingprofessionallearningcommunityfromtheanglesoftheteachers,theprincipaloftheschoolandthecooperativeatmosphereasfollowing:theprincipalshouldprovidesomesustainingconditions;theteachersshouldimprovetheirabilityforbuildingprofessionallearningcommunity;theprincipalandtheteachersshouldworkforcooperativeatmosphere.Conclusion:mainlyintroducestheadvantagesanddisadvantagesofthestudyinordertoimproveinthefuturestudy.Tosumup,inthepracticeofeducationinChina,therearemanyproblemsintheconstructionofprofessionallearningcommunity.Sowecanextracttheexperiencefromtheabroadcountries,enlargetheextensionoftheparticipantsinthecommunityandmakegooduseofmoderntechnologytoimprovetheknowledgeoftheteachers.Meantime,theprincipalshouldimprovetheircommunicatingability,providesustainingconditionsfortheteachersandworkforthecooperativeatmosphere.Inaword,inordertocarrythroughtheprofessionaldevelopmentmoresuccessfully,theprincipal,theteachersandotherrelativestaffshouldconstructtheprofessionallearningcommunity,whichisaneffectiveway.KeyWords:professionaldevelopmentofteachers;professionallearningcommunity;constructionII1200610208021123231980FerdinadTonnies2020208020801989209041[1][2]5[3][4]26[5]3[6][7][8]72008[9][10]2080308ebsco9FerdinadTonniesGemeinschaftundGesellschaft(19991887Gemeinschaft2020communitycommunity1thepeoplelivinginoneplace,districtorcountry,consideredasawhole;(2)groupofpeopleofthesamereligion,race,occupationetc,orwithsharedinterests.community1220802080learningcommunity10[11]11123121132201480315FesslerA.Glatthorn[12]16172080[13]18[14]1989Blackman[15]19[16]201212[17][18]22231[19][20]242[21]325[22][23][24]123426271(SchoolDevelopmentProgram)(ComerProgress)(JamesComer)25NewHaven21(SchoolPlanningandManagementTeam)28(ComprehensiveSchoolPlan)2(StudentandStaffTeam)3(ParentTeam)[25]29312341968307001213123[26][27]332NationalCollegeofSchoolLeadership200211Church[28]233[29]212345313435233611372338239[30]4020804111[31]4223[32]2433[33]441452463Moller[34][35][36]4471BryanSmith[37]12345482123493150235152208053[1].[D].200529.[2].[J].200861-63.[3][10].[J].20071176-79.[4].[J].2008338-39.[5].[J].2008239-41.[6].[J].20061119-21.[7].,[J].2004341-42.[8].[J].20088135-137.[9][14].[J].2008855-57.[11].[J].2007952-54.[12].[J].2002535-38.[13].[J].2007157-59.[15].[J].20051.[16].[J].199611.[17].[J].2006428-29.[18].[J].2009738.[19].[D].20067-8.