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教师学习共同体是教师专业发展的有效组织形式,能够为教师合作学习搭建平台,并凭借共同体激发教师的学习兴趣,通过学习不断实现共同体的自我超越。2010年12月,我校15位热爱学习、具有科研意识的中青年教师在科研主任的带领下,成立了学习共同体——教科研工作室,吸纳学校各个学科的教师,开展跨学科交流,工作室有别于教研组,它不是自上而下的指导,而是平等的交流。它为教师搭建成长平台,打破教师孤立的个体式发展。工作室
The teacher learning community is an effective organizational form for teachers’ professional development. It can build a platform for teachers’ cooperative learning and inspire teachers’ interest in learning through the community. By learning, the community can continuously realize the self-transcendence of the community. In December 2010, 15 young and middle-aged teachers who love to learn and have scientific research are led by the director of research. In December 2010, they established a learning community-teaching and research studio to attract teachers from all disciplines of the school to carry out interdisciplinary exchanges and work Room is different from the teaching and research group, it is not top-down guidance, but equal exchange. It builds a platform for teachers to grow and break the individualist development of teachers. studio