我国教师思维研究:阶段回顾、现状分析与改进方向

Research on Teacher Thinking in China:Stage Review,Status Analysis and Improvement Direction

经过高位切入、渐进发展和纵深推进三个阶段的发展,我国教师思维研究现状体现为:研究成果形式多样,但总体来看数量不多;主题分布全面,但系统而有深度的理论成果不足;采取跨学科视角,但学科融合不够;采取多样化方法,但实证研究明显不足。为适应新时代创新型人才培养和教师队伍专业发展的需要,应摆正研究定位,加强理论构建,推进实证研究,推动教师思维研究进入新时代的战略提升阶段。

After three stages of development(high-level entry,gradual development,and in-depth advancement),the current status of teacher thinking research in China is as follows:(1)research results are in various forms,but overall there are not many in number;(2)topics are comprehensively distributed,but insufficient in systematic and in-depth theoretical research;(3)interdisciplinary perspective is adopted,but the integration of disciplines is insufficient;and(4)diversified approaches are adopted,but the empirical research is obviously insufficient.The strategic upgrading stage of teacher thinking research can be promoted in the new era by setting the research orientation,strengthening theoretical construction,and promoting empirical research.