摘要
研究型教师是指能够通过研究性教学进行探究、反思,形成默会性教育教学"理论"和"观点",并能在行动研究层次上对实际遇到的某个问题进行深入反思和领悟,找出它的发生缘起和发展趋势,引致教育教学实践改善的教师。培养研究型教师可以通过借用"教练法"的基本方法来进行,主要包括成为教练、互为教练、教练诊治、教练反思等方法的优化组合。
Research-oriented teacher, who not only acquires tacit educational theories and opinions on teaching by research-oriented teaching, but also makes the best of action research to find the solutions of the problems that are likely to be encountered in the teaching career, leads to improvement of teaching practices. According to coaching, research-oriented teacher's growing paths include becoming a coach, coaches' mutual-aid team learning, coach instruction and coach reflection
出处
《现代教育论丛》
2016年第4期68-72,共5页
Modern Education Review
基金
全国教育科学“十三五”规划课题2016年度国家一般项目“新移民情境下师生冲突的发生机理与调控策略研究”(项目批准号:BFA160036)的阶段性研究成果
关键词
研究型教师
培养
教练法
research-oriented teacher
fostering
coaching
