HKIER

摘要

近十年來，我國中小學教育取得的重要進展得益於中小學教師隊伍規模的發展與品質的提高。經過多年的努力，我國中小學教師隊伍達成率有了明顯的提高，教師發展必須實現由原來注重提高教師的學歷，注重補充教師文化知識為主，轉向注重以提高教師教學能力的專業發展。但目前我國以課程講座為主的教師在職培訓，面臨效果不佳的困境。本文宣導重視群體行動智慧的理念，通過現場實驗構建出一種「行動教育」的模式；繼而將此理念運用於以校為本的教師研修活動，在深度調研的基礎上開發其形態與功能。這是教師專業發展範式革新的階段性探索成果。

關鍵詞：教師專業發展；行動教育；教育革新

Abstract

In the past decade, most of the important achievements in primary and secondary education in China could be attributed to the development of the teaching force, both in quantity and in quality. The professional development of teachers should now focus on improving teachers' pedagogy instead of merely raising teachers' academic qualifications. Lecture-oriented in-service teacher education, which has prevailed in China for a long time, has unfortunately not yielded good results. This paper presents an innovative model of Action Education built on experiments advocating and adopting collective wisdom in action. The forms and functions of Action Education are explored in in-depth surveys and their application to school-based teacher research and learning activities. This is an exploratory product of the paradigm shift in teachers' professional development.