摘要
实践本位的教师专业学习重视教师在教学实践现场的学习力,旨在拓展教师专业发展的生长点、促进教师的有效学习和做一个自觉的教育者。教师学习的自主性、情境性、建构性、合作性、行动性和成人化是教师基于实践本位学习的特征。落实实践本位的教师专业学习,需要教师加强课程开发和教法研讨、深化教师的教育经验写作、实施教师群体的专业对话和行动研究以及教育政策的强力支持。
Practice-based teacher professional learning places great emphasis on learning capacity of teacher in the teaching field, which aims to expand the growing point of teacher professional development, and promote the efficient learn- ing of teacher and became a conscious educator. Teacher learning has its internal characteristics of which are autonomous, situated, constructive, cooperative, action and adult learning. The implementation of practice-based teacher professional learning should strengthen curriculum understanding and discuss appropriate teaching methods, deepen teachers' writing about educational experience and implement professional dialogue and action research of teacher learning groups under strong support of education policy.
出处
《教育理论与实践》
CSSCI
北大核心
2014年第9期33-37,共5页
Theory and Practice of Education
基金
"十二五"教育部人文社会科学重点研究基地华东师范大学基础教育改革与发展研究所重大项目<基础教育改革中教育理论与实践关系的中国特色研究>(项目编号:11JJD880016)的研究成果之一
关键词
实践本位
教师专业学习
教师专业发展
practice-based
teacher professional learning
teacher professional development