校本研修中教师的主体性及其激发策略

Teachers’ Subjectivity and its Stimulating Strategies in School-based Research

中文关键词:  校本研修；教师主体性；激发策略

英文关键词:school-based research and training，teachers’subjectivity，stimulation strategy

中文摘要:

      主体性是教师作为教育主体的本质特征与存在方式。本研究选取了 S 市市级教师专业发展学校中具有代表性的 12 位教师与师训管理者进行深度访谈，阐释教师主体性的特性表现。研究发现，教师的问题意识、研修共同体、研修后的积极建构是影响教师研修主体性的重要因素。因此，校本研修设计与组织者需要积极营造问题探究的非制度研修环境，创新平等对话的研修共同体机制，培育深度反思与知识建构的研修文化，以此激发教师的主体性，促进教师的专业发展。

英文摘要:

      Subjectivity is the essential characteristic and mode of existence for teachers as educational subjects. This study conducted in-depth interviews with 12 representative teachers and teacher training managers from the schools featuring teacher professional development in S City to explain the characteristics of teachers’subjectivity. The findings reveal that teachers’problem awareness，their training in research community and proactive post-training reconstruction are key factors that affect teachers’subjectivity. Therefore，the designers and organizers of school-based research and training need to actively create a noninstitutional environment for inquiry-based learning，innovate research community mechanism for equal dialogues，and cultivate a research culture of deep reflection and knowledge-building，in order to stimulate teachers’subjectivity and promote their professional development.