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研究型教师:被丰富的教师专业成长内涵与实践

The Enriched Connotation and Practice in Research-typed Teachers' Development
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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.
作者 顾伟
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
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