全员导师制背景下教师家校沟通能力的靶向指导
Targeted Guidance for Teachers'Family-School Communication Skills in the Context of "Whole-Staff Mentorship"
陈玉华1
作者信息
- 1. 上海市长宁区教育学院 上海 200050
- 折叠
摘要
全员导师制的实施对教师家校沟通能力提出了新挑战,对家校沟通的广度、深度、效度提出了更高的要求.为了更好地发挥教研效能,教研中形成了研究共同体,基于教师"针对学生问题行为表现与家长联系"的畏难现象,引导教师识别与分析问题,通过问卷调查、访谈等进一步深入了解教师畏难的判断缘由与具体看法,根据"意识有无"与"能力有无"的四象限分析、访谈、专家论证等环节,针对发展短板拟定了教师的自我关照、改变观念、提升能力三个关键需求,并通过讲座学习、案例教学、教师工作坊三种方式开展靶向指导.通过研修活动,教师从无意识的无能和有意识的无能中逐渐察觉、分析、发现、解决问题,实现了自身专业成长,提升了应对家校沟通复杂与棘手情境的复合能力.
Abstract
The implementation of Whole-Staff Mentorship has posed new challenges to teachers'ability to communicate with students'families and schools,and has placed higher demands on the breadth,depth and effectiveness of family-school communication.In order to be more efficient,a community of practice has been formed in teaching and research.Based on the phenomenon that teachers are afraid of contacting parents when faced with students'problematic behaviors,this study guides teachers to identify and analyze the problem.Through questionnaire interviews and surveys,we further understand the reasons for teachers'fear and their specific views,and then formulate three key needs for teachers'developmental shortcomings:self-care,conceptual change and capacity enhancement based on the four quadrants of"awareness"and"ability",interviews,expert argument and so on.Then we carry out the targeted guidance through three ways:lectures on positive pedagogical science,case studies,and teachers'workshops.Through the training activities,teachers are gradually able to recognize,analyse,find and solve problems,evolving from a state of"unconscious incompetence"to"conscious incompetence",realize their own professional growth and improve their ability to cope with complex and difficult situations in family-school communication.
关键词
全员导师制/家校沟通能力/靶向指导Key words
Whole-Staff Mentorship/Family-School Communication Skills/Targeted Guidance引用本文复制引用
基金项目
上海市教育科学研究一般项目(C2022308)
上海学校德育"德尚"系列研究骨干项目(DS2022GG004)
长宁区教育科学研究重点项目(2021-21-D10)
出版年
2024
NETL
NSTL
万方数据