专著推荐 | 教师专业学习共同研究丛书

2019TESOL中国大会将于2019年7月25—28日在杭州举行，由世界英语教师协会、中国日报社、杭州市政府和上海外国语大学联合主办。

大会将高举习近平新时代中国特色社会主义思想伟大旗帜，围绕“中国英语教育：立足时代 融通中外”这一主题，探索中国英语教育在新时代的奋进之路。大会分设12个议题，向国内外同行充分展示改革开放40年来我国英语教育改革取得的卓越成就，丰富国际英语教育的理念与模式，以全球视野为中国英语教育建言，以中国智慧为全球英语教育献策。

（介绍文字来源：TESOL2019中国大会官网https://tesol.i21st.cn/2019/）

TESOL大会经常涉及的一个主题是教师专业发展（Teacher Professional Development）。

近年来，随着教师专业化的深入，教师专业发展的途径及策略研究成为大家关注的热点。在此背景下，教师专业学习共同体（Professional Learning Communities，简称PLC）作为教师专业发展的新途径，引起了广大学者及教育工作者的重视。

专业学习共同体是作为学习者的教师以自愿为前提，以分享、合作为核心，以促进学生学习的愿景为纽带，相互交流和共同学习的一种组织形式，是教师获得可持续专业成长的有效途径，为教师间、师生间的共同进步和发展提供了良好平台，对于促进学校的文化变革和教师工作环境的改善意义深远。

当下，国内外关于教师专业学习共同体的研究成果正不断涌现。为了更好地方便我国读者研习教师专业发展的途径和策略，上海外语教育出版社特从Solution Tree精心遴选引进了这套丛书，从不同层面对教师专业发展、教师管理和培养进行指导，对教师专业学习共同体的常见问题进行解答，希望能为我国教师专业的可持续发展、为构建中国特色教师专业学习共同体提供切实可行的理论指导与实践借鉴。

教师专业学习共同体（PLC）研究丛书

本期思飞学术介绍“教师专业学习共同体（PLC）研究丛书”，从实际可操作性较强的指导手册到帮助教师实现卓越课堂教学的领导者指南，力图为教师、教研组长、学校管理者、校长、教研员等教育工作者们一步一步建立PLC提供最有价值的参考资料。

1

在实践中学习：教师专业学习共同体指导手册（第三版）

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《在实践中学习：教师专业学习共同体指导手册》（第三版）是一本畅销行动指南，帮助教育工作者在将学校转化为专业学习共同体的过程中更好地做到知行合一。本书反映了作者们与教师、校长和骨干管理者长期实施、拓展PLC的合作成果，为建立高效的专业学习共同体提供了新的理论支持与实践指导。本书包括翔实的实际解决方案和策略，是个体教育工作者和教师团队在PLC各个阶段的宝贵参考资料。

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2

教师专业学习共同体常见问题简答

《教师专业学习共同体常见问题简答》对建立教师专业学习共同体过程中常见的问题进行了梳理和解答，内容以实际操练为主，语言简洁流畅，没有艰深的理论探讨，富有实践意义。结合《在实践中学习：教师专业学习共同体指导手册》一起阅读，有助于教师在PLC旅途中遇到疑难问题时找到正确途径。

目  录（简略版）

Introduction

Remodeling Your School: The Unexpected Obstacles

Chapter 1

Laying the Foundation: Mission, Vision, Values, and Goals

Chapter 2

Fostering a Collaborative Culture

Chapter 3

What Do We Want Our Students to Learn?

Chapter 4

How Will We Know When Our Students Have Learned It?

Chapter 5

How Will We Respond When Some Students Don't Learn and When Some Do?

Chapter 6

Defining the District's Role in the PLC Process

Chapter 7

Addressing Consensus and Conflict in a PLC

Afterword

It's a Journey, Not a Destination

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3

卓越课堂教学的领导者指南：为教师成功构建支持体系

《卓越课堂教学的领导者指南：为教师成功构建支持体系》坚信教师成功是教学技能、资源掌控和课堂惯例高效作用的结果。本书提出并回答了学校管理者必须面对的三大问题：

（1）为什么需要管理者，其作用是什么？

（2）教师的作用是如何定位的？

（3）如何才能确保教师的每一次教学成功？

解决上述问题可以确保学校的教学品质，并为教师创立优质课堂提供强有力的保障。

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4

简化共同评估：教师专业学习共同体指南

本书共八章，通过大量实例分别阐释了评估的真实目的、学生精通所学知识的标准、标准的严谨性和复杂性、评估的周期性、实际的评估策略、得分与评级的区别、个体教师在共同评估语境下共同发展的方法等内容，对国内教师专业可持续发展，教师工作环境的改善有很大的促进作用，为教师管理和培养提供了一定的理论指导与实践经验。

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The pacing guide might look something like the graphic in figure 4.2. Notice that the plan includes a day of response after every common formative assessment. While, in practice, this response may not happen on the day immediately following the common formative assessment, it must happen as soon as possible. The other thing to note is that this team has developed its unit plan based on a preassessment it’s given. The team typically gives a preassessment a few days or even weeks before it starts the unit. This allows the team to consider the information from that assessment in its unit design.

(p.56—57)

5

嵌入式形成性评价（第二版）

本书由Solution Tree出版社于2018年出版。全书共七章，对课堂形成性评价实践研究进行了总结，阐明了这一研究对教学的深远影响，并对形成性评价的五个关键策略分别进行了阐述，提出了五十多种课堂形成性评价的实际技巧，旨在帮助教师改善教学效果，使教学更契合学生的学习需求。

Table of Contents

About the Author

Introduction

chapter 1

Why Educational Achievement Matters

The Increasing Importance of Educational Achievement

The Difficulties of Raising Student Achievement

Three Generations of School Effectiveness Research

The Impact of Teacher Quality

Ways to Increase Teacher Quality

Conclusion

chapter 2

The Case for Formative Assessment

The Importance of Professional Development

The Origins of Formative Assessment

Definitions of Formative Assessment

Strategies of Formative Assessment

Assessment: The Bridge Between Teaching and Learning

Conclusion

chapter 3

Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria

The Importance of Learning Intentions

When to Use Learning Intentions

Issues in Constructing Learning Intentions and Success Criteria

The Case for and Against Rubrics

Practical Techniques

Conclusion

chapter 4

Eliciting Evidence of Learning

Finding out What Students Know

Discovering Where Students' Ideas Come From

Practical Techniques

Conclusion

chapter 5

Providing Feedback That Moves Learning Forward

The Quality of Feedback

Feedback as a Recipe for Future Action

Practical Techniques

Conclusion

chapter 6

Activating Learners as Instructional Resources for One Another

Cooperative Learning

Practical Techniques

Conclusion

chapter 7

Activating Students as Owners of Their Own Learning

Student Self-Assessment

Self-Testing

Self-Regulated Learning

Practical Techniques

Conclusion

Epilogue

List of Techniques

References and Resources

Index

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Author's Definition of Formative Assessment

An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in the absence of that evidence.

(p.48)

Examples of Practical Techniques

Homework Help Board

Another approach for dealing with issues arising from homework is the homework help board. At the beginning of the day (in elementary school) or at the beginning of the lesson (in middle school and high school), students indicate on the homework help board any questions that they had about the homework. Students who think they can help students who have questions about the homework are then encouraged to seek those students out and provide help.

Two Stars and a Wish

Two Stars and a Wish is a very simple technique for getting started with peer assessment. When any student gives feedback on another student’s work, he has to provide two things he thinks were good about the work (the two stars) and a suggestion for improvement (the wish). The comments are written on sticky notes so that if the recipient doesn’t find the feedback helpful, it can easily be removed.

To improve the quality of the feedback, a teacher collected the sticky notes once the students had responded to the feedback and, using a document camera, displayed each note to the class (anonymously) and asked the class to vote on whether they thought that the comment would be useful to them. The class then discussed the salient features of the best-rated feedback, and the resulting criteria were displayed on a poster in the classroom for future reference.

(p.161)

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