基于实践场的区域教师专业发展方式探究——以山东郓城和安丘为例

A Preliminary Study of Regional Teachers' Professional Development Mode Based on Practice Field——Taking Yuncheng and Anqiu in Shandong as an Example

在教师的专业发展过程中,教师的实践性知识越来越受到重视,传统重理念轻实践培训模式的弊端愈来愈得到凸显,那就是,由于缺乏实践和实践反思,受训教师很难将学习到的理论、理念等知识应用和迁移到教学实践中去。目前推进专业教师在教育事业发展的进程中,专业领域培训缺乏实践和理论相结合,导致专业教师的实践知识缺乏,在专业实践技能上也缺少一定的能动性。而教师专业化发展要求教师将实践性知识与现代教学事业结合起来。为尝试改变这一现状,我们组织"国培计划"项目团队在专业教师培训领域开始实践心得实践场,以区域为主要组织推进方式,改变专业教师领域的发展路径。本文以实践案例分析为基础,在实践场点线面上区域整体推进,多视角阐述专业教师培养模式,将网络研修和学习实践相结合协助区域教师专业发展。

In the course of teachers＇ professional development,teachers＇ practical knowledge has been paid more and more attention,and the disadvantages of traditional training mode of attaching more importance to concept than practice are becoming more and more prominent.That is,because of the lack of practice and reflection in practice,it is difficult for the trainees to apply what they have learned about theories or thoughts and migrate them to their teaching practice.Currently in the process of promoting professional teachers＇ education development,professional training lack of combining practice with theory,which leads to the lack of professional teachers＇ practical knowledge and the lack of initiatives in professional practical skills.Whereas,teachers＇ professional development requires that practical knowledge be combined with modern teaching.In order to change this situation,the practice field of professional teacher training has been practiced in the field of professional teachers＇ training by the project team of ＂National Training Plan＂,with regions being major organizational advancing approach,and as a result,the development path of professional teachers is changed.Based on practice case analysis,this article mainly expounds on the integral advancement of practice field via the ways from point to line and to area,elaborates the professional teacher training model from various perspectives,aiming to assist the professional development of regional teachers by the combination of network study and learning practice.