【作 者】：
朱园园，戴 孟，卜玉华
【关 键 词 】：
中小学教师； 未来学校； 未来工作坊； 未来学校场景； 要素分析
【栏 目】：
学习环境与资源
【中文摘要】：
作为未来学校建设的行动主体，教师眼中的未来学校仍有待探明。为此，文章结合未来学场景法和OECD的未来学校要素分析框架，通过未来工作坊对江浙沪四所学校教师进行调研。结果发现：对于未来学校场景，教师认为最有可能发生的是局部而非整体根本性变化；最期待多维融通和师生幸福成长的学校；最不希望被技术和经济裹挟而失去学校教育本质；最不相信会发生“去学校化”。在要素维度上，教师总体持现实主义倾向，认为除学校与社会的关系、满足学生多样化发展需求外，未来学校的核心要素变化不大。在归因或判断依据上，教师持常人方法论取向，主要根据所处复杂实践系统中的局部因素、场景条件等进行判断。对此，未来学校的建设既要看到教师判断的合理性，也要看到教师在未来学校建设中未来主义愿景、理想与动力的缺乏。
【英文摘要】：
As the main body of the future school construction, the future school in the eyes of teachers remains to be explored. To this end, the paper combines the futurology scenario method and the future school element analysis framework of OECD to investigate teachers in four schools in Jiangsu, Zhejiang and Shanghai through the future workshop. The study finds that for the future school scenario, teachers believe that local changes rather than overall fundamental changes are most likely to occur; they look forward to a school with multidimensional integration and happy growth of teachers and students; they do not expect to lose the essence of school education because of technology and economy; they do not believe in "de-schooling". In terms of the elements, teachers are generally realistic, believing that there would be little change in the core elements of the future school, except for the relationship between school and society and meeting the diverse development needs of students. In terms of attribution or basis of judgment, teachers adhere to the methodology of common people and make judgments mainly according to local factors and scene conditions in the complex practice system they are in. In this regard, it is important to concern both the rationality of teachers' judgments and their lack of futuristic visions, ideals, and motivation in the construction of future schools.