学习型组织下幼儿教师同课异构教研路径重构
Reconstruction of Research Paths about the Same Content Heterogeneity of Preschool Teachers under the Learning Organization
高艳 1孙瑞莉2
作者信息
- 1. 青海师范大学教育学院;西北师范大学
- 2. 青海民族大学师范学院;新疆师范大学
- 折叠
摘要
学习型组织遵循个体发展助力组织发展的逻辑,以求实现个体发展与组织优化的目标.借鉴学习型组织的思路和五项修炼模式,探索组织发展助力个体发展的幼儿教师同课异构教研新思路,更契合幼儿教师教研实际情况.通过涵养共同愿景,达成同课异构教研的参与共识;促成团队学习,注重同课异构教研的分层指导;浸润系统思考,挖掘同课异构教研的广度深度;改善心智模式,拓展同课异构教研的多维角度;实现自我超越,达成同课异构教研的最终目的,实现学习型组织下幼儿教师同课异构的深度教研,促进幼儿教师专业化发展.
Abstract
Learning organization follows the logic that individual development helps organization develop-ment in order to achieve the goal of individual development and organization optimization.By referring to the thinking of learning organization and the five training modes,this paper explores the new thinking of the same content heterogeneous about preschool teachers that the organizational development helps the individual develop-ment,which is more in line with the reality of the teaching research of preschool teachers,and through cultivating a common vision,to reach a consensus on participation;promoting team learning,to pay attention to the hierar-chical guidance;infiltrating system thinking,to excavate the breadth and depth of research;improving the mental model,to expand the multi-dimensional angle of research;achieving self-transcendence,to achieve the ultimate goal of research,then realize the deep teaching and research of same content heterogeneity of preschool teachers under the learning organization and promote the professional development of preschool teachers.
关键词
园本教研/同课异构/教师专业发展/学习型组织Key words
kindergarten-based teaching and research/same content heterogeneity/teacher professional de-velopment/learning organization引用本文复制引用
基金项目
中国学前教育研究会"十四五"课题(K20210081)
青海师范大学2021年校级教研项目(qhnujy2021130)
出版年
2024
NETL
NSTL
万方数据