摘要
理解校本教研中中小学教师和教育专家之间冲突,有助于从精神文化的维度分析校本教研文化,把握校本教研的关键,进而促进中小学教师观念和价值系统的专业发展。话语文本的冲突类型有:概念上的冲突、形象上的冲突和价值上的冲突。冲突可以给中小学教师带来观察视角的转变、思维框架的突破和教学实践的重建。冲突促进发展的机制是:唤醒自我的存在、开拓反思的路径和释放能量的可能。
It is helpful to know the conflicts between primary and secondary school teachers and the education experts.This study poses the spiritual and cultural dimension of the school-based teaching and research in terms of the discourse or textual conflicts that conern concepts,images and values.The purpose of the study is to help the teachers to devleop a new observation,and reconstruct teaching practices.
出处
《河北师范大学学报（教育科学版）》
CSSCI
北大核心
2011年第12期42-47,共6页
Journal of Hebei Normal University(Educational Science)
基金
教育部人文社会科学重大项目"中国课程思想的古典遗产与现代形态研究"的成果之一(2009JJD880010)
关键词
校本教研
文化分析
冲突
发展
school-based teaching and research
cultural analysis
conflict
development
