基于认知开放性研究的教师专业发展探析

Enlightenment of the Cognitive Openness Research Giving to Teachers' Professional Development

教师的认知开放性是与教育教学行为关联紧密的信念、价值观、信息感知等的开放性,它会对教师的自身发展、教育教学行为产生深刻影响。教师认知开放性的结构包括认知广泛性、思维发散性、感知敏锐度、求新内驱力、信念合理化、抗认知闭合等六个维度。教师的认知开放性在年龄、性别、学科等方面存在较复杂的结构性差异。认知开放性是教师专业发展过程中的重要心理品质,教师认知开放性的差异对教师专业发展具有一定的影响作用,可以通过加强自主研读与修炼、强化教学实践与反思等四个主要途径,有效提升教师认知开放性的水平,促进教师专业发展。

Teachers＇ cognitive openness refers to the openness of the beliefs,values and information awareness which are closely linked with education and teaching. It has a deep impact on teachers＇ cognitive universality,divergent thinking,perceptual acuity,innovation drive and belief rationalization,and anti-cognitive closure. There are complex structural differences in teachers ＇cognitive openness in age,gender,and subject,etc. Cognitive openness is an important psychological quality in the process of teachers＇ professional development,so the cognitive openness differences have a certain impact on teachers＇ professional development. It is possible to effectively improve teachers＇ cognitive openness by ways of strengthening the independent study and practice,enhancing the teaching practice and reflection.