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非正式学习是教师专业发展的一个重要途径,中小学教师在工作场域有意识或无意识地实践着大量的非正式学习形式。利用自编“关于教师学习的问卷调查表”并辅以访谈法,在湖南省长沙、株洲、湘潭三市选取了七所中小学的155名教师进行了问卷调查。调查显示,影响中小学教师非正式学习的因素包括教师文化、学习环境、学校制度文化和教师个人因素。同事间缺少合作,外部学习环境不完善,教师自身因素都影响了教师非正式学习的进行。
Informal learning is an important way of professional development for teachers. Primary and secondary school teachers practice consciously or unconsciously a large number of forms of informal learning in their workplaces. A questionnaire survey was conducted on 155 teachers from seven primary and secondary schools in Changsha, Zhuzhou and Xiangtan, Hunan Province, using self-compiled Questionnaire on Teacher Learning and interviews. According to the survey, the factors that affect primary and secondary school teachers’ informal learning include teacher culture, learning environment, school system culture and personal factors of teachers. The lack of cooperation among colleagues, the imperfect external learning environment and the teachers’ own factors all affected the informal learning of teachers.