摘要
20世纪80年代以来,关于研究型教师内涵的实践解读与理论解读日趋丰富多彩,研究型教师也成为我国教师专业化发展过程重要的概念之一。这一概念的历时发展,揭示出教师专业成长中的多方面内涵:即解读研究型教师内涵感性路径、理性路径之间的转化,拓展了教师专业化的发展路径;对研究型教师内涵及其实践的多元化解读,构建了教师专业成长可持续性的、综合化的发展;对教师专业素养的再塑造,丰富了教师专业的实践内涵;教师对研究型态度的再选择,满足了教师重建职业实践意义的现实需求。
Since the beginning of 1980s,the studies of research-typed teachers are increasingly rich.The research-typed teacher has become an important concept in teachers' professional development in China.The diachronic development of this concept discloses the different connotations of teachers' professional growth,which include: the conversion of perceptual ways and rational ways broadens the ways of teachers' professional development;the diverse interpretations of the research-typed teacher promote the sustainable and integrated development of teachers' professional growth;the remodeling of teachers' professional attainment enriches the practical connotations;the teachers' choice of research-typed attitude satisfies the practical demands of rebuilding the significance of this profession.
出处
《湖南第一师范学院学报》
2011年第3期29-33,共5页
Journal of Hunan First Normal University
基金
江苏省教育科学"十一五"规划课题(D/2006/01/044)
关键词
研究型教师
专业发展
教师专业成长
内涵
成长实践
research-typed teacher
professional development
teachers' professional growth
connotation
growth practice