理论引领的教师专业发展模式——在深圳市后海小学的研究发现被引量：14

Teachers' Professional Developmental Pattern Guided by Theory——Findings in the Research Conducted in Houhai Pimary School of Shenzhen City

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摘要教师专业发展是不同层面因素互动的过程。当教师面对这次理念全面更新、教学方式彻底转型的课程改革时,他们需要在教学情境中持续的、专家与教师互动的理论引领。当学生的表现发生所期望的变化时,在他们对教学实践进行深入反思后,教师浅表的课程意识才会内化为深层的信念。教学的复杂性要求教师超越个人狭隘的视域,在全校性的专业社群中,在理论引领下对教学实践进行公共性的辩论。以学习、开放、探究和交往为特征的学校文化是进行专业发展活动不可缺少的生态环境。 Teachers＇ professional development is a process of interaction between different factors in different levels. Faced with the curriculum reform requiring complete transformation of ideas and teaching styles, they need the lasting theoretical guidance by the interaction between experts and teachers in the teaching contexts. When they get what they expect from students and have a deep reflection of teaching practice, teachers＇ superficial curriculum awareness will become the inner ideas. The complexity of teaching requires teachers surpass their narrow visual range and conduct public debate in the professional groups of school guided by theories. The school culture with learning, openness, exploration and interaction as its characteristics is an indispensable ecological environment for the professional development.

作者赵明仁袁晓峰

机构地区北京师范大学教师教育研究中心深圳市南山区后海小学

出处《教育理论与实践》 CSSCI 北大核心 2006年第10期35-39,共5页 Theory and Practice of Education

关键词教师专业发展理论引领新课程改革 teachers＇ professional development theoretical guidance new curriculum reform

分类号 G451.2 [文化科学—教育技术学]

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参考文献15

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