Delivering "Jugyou Kenkyuu" for Reframing Schools as Learning Organizations: An Examination of the Process of Japanese School Change.-猫眼课题宝

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2007

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作者：

M. R. S. Arani;Yoshiaki Shibata;M. Matoba

学习型组织的概念鼓励了一种有益的学校环境，并培养了一种教育文化，这种文化为变革、反思行动、相互学习以及观察、反思、记录和民族志等协作学习活动提供了机会（Fauske & Raybould, 2005; Gorelick & tantaway - monsou, 2005; Sun & Scott, 2003; Silins & Mulford, 2002）。学校改善理论已经发展了很多年，但在过去十年中，学校可以学习的观点以及将学校重塑为学习型组织的努力变得越来越突出（Minnett, 2003; Eisner, 2002; Ballantine & Spade, 2001; Mohr & Dichter, 2001; Gray, 2000; Senge et al., 2000）。正如圣吉等人所主张的那样，“学校可以通过‘学习导向’，而不是通过法令或命令，也不是通过法规，来重新创建，使其充满活力，并可持续地更新，[这]意味着让系统中的每个人都参与进来，表达他们的愿望，建立他们的意识，并共同发展他们的能力”（2000:5）。将这一理念融入到学校和教师专业的重构中

Introduction The concept of learning organizations encourages a rewarding school environment and fosters an educational culture which provides opportunities for change, for reflecting on action, for learning from each other, and for collaborative learning activities methods of observation, reflection, journaling and ethnography (Fauske & Raybould, 2005; Gorelick & Tantawy-Monsou, 2005; Sun & Scott, 2003; Silins & Mulford, 2002). School improvement theory has developed over many years, but the idea that a school can learn, and efforts to reframe schools as learning organizations have become increasingly prominent during the last decade (Minnett, 2003; Eisner, 2002; Ballantine & Spade, 2001; Mohr & Dichter, 2001; Gray, 2000; Senge et al., 2000). As Senge et al. argue, “schools can be re-created, made vital, and sustainably renewed not by fiat or command, and not by regulation, but by taking a ‘learning orientation’, [which] means involving everyone in the system in expressing their aspirations, building their awareness, and developing their capabilities together” (2000:5). Integrating this idea into reframing school and teacher professional

Delivering "Jugyou Kenkyuu" for Reframing Schools as Learning Organizations: An Examination of the Process of Japanese School Change.

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