摘要
教师专业发展的认知教学模式强调教师通过内在思考与认知的改变,由内而外地寻求自我专业发展。作为一种发展认知与支持教学互动的系统,教师专业发展的认知教学模式表现出策略的共享性、过程的支持性、发展的自主性等价值特征,遵循计划会晤、教学观察、省思对话的运行程序。就具体实践而言,认知教学模式通过激活教师内在发展的动力,创建学习共同体,营造对话型学校文化,使教师走向自觉发展、协同发展、共生发展之路。
The cognitive teaching model of teachers＇ professional development emphasizes that teachers pursue their professional development from inside to outside through the internal thinking and the transformation of cognition. As an in- teractive system of developing cognition and supporting instruction, the cognitive teaching model of teachers＇ professional development has such value characteristics of sharing of strategies, support of process and autonomous development, fol- lowing the operational procedure of scheduled meeting, teaching observation and reflective dialogue. In practice, the cogni- tive teaching model puts teachers on the path of self-conscious development, collaborative development and symbiotic de- velopment by activating teachers＇ internal developmental force, creating the learning community and building the dia- lone-oriented school enltnrt~_
出处
《教育理论与实践》
CSSCI
北大核心
2013年第8期32-35,共4页
Theory and Practice of Education
基金
中央高校基本科研业务费专项资金资助项目<中小学语文教师课程价值取向与教学行为的关系研究>(项目批准号:SWU1309310)的阶段性研究成果
关键词
教师专业发展
认知教学模式
学习共同体
对话型学校文化
teachers＇professional development
the cognitive teaching model
learning community
the dialogueoriented schol culture
