学习型组织对英语教师专业发展抑制因素研究.docVIP

学习型组织对英语教师专业发展抑制因素研究 　　Abstract：The article analyzes factors which inhibites the English teachers development in the collective inquiry of an English Teaching and Research Group （ETRG）. Based on Senges （1990） systemic thinking of “learning organization”， the conclution is drawed that teachers own defensive mechanism and the way of evaluating teachers drove the teachers for the symptomatic solution， instead of the fundamental solution. The increasing reliance on the former weakened their capability to inquire the latter. Key words：learning organization；system thinking；inhibition factor 1 How the problem came into sight While surveying the generic structure of teachers collective inquiry （Wu， 2005）， I found the core substance of collective inquiry was English scores about which agreement of two strategies were reached， that is， intensive vocabulary consolidation and adaptation for new test form in advance whereas some valuable sub-themes generated in the course did not get into the center of inquiry. Such sub-themes were as how to improve students’ language sense， students requests for English films and more oral classes， cold student-teacher relationship and etc. What teachers inquired focused more on how to train students for high scores in the examination rather than the above that seemed away from the clear aim or serial topics of collective inquiry. The contradiction between what they believed and what they acted should have some causal factors. So， the thinking pattern beneath the collective inquiry needed to be examined. 2 Senge： learning organization Senges （1990） “learning organization” was first applied to business. Senge believes that if the ways of thinking and interacting were changed， new and exciting concepts and capabilities could be established. His five key disciplines， namely， shared vision， team learning， personal mastery， mental model and system thinking have been expanded by many educatiors. Senge describes systems thinking， one