教师成为“学的专家”:驱动、障碍和突破

Teachers Becoming“Experts in Learning”:Driving Forces,Obstacles,and Breakthroughs

学生素养发展、教师职责履行、教师个人成长、师生协作学习等多方需求是教师成为“学的专家”的内在驱动。从教的专家到“学的专家”是教师专业发展的必然趋势,但是在实践过程中,教师的思想认识、教学立场、经验方法、现实条件等是其转变为“学的专家”的障碍。推动教师向“学的专家”转变,教育管理者要引导教师深化学习认知,帮助教师转换教学立场,引导教师借鉴名师成长,彰显教师教学实践优势。

Multiple demands like the development of students'quality,the fulfillment of teachers’roles and responsibilities,the personal growth of teachers,and the collaborative learning between teachers and students are the intrinsic driving forces for teachers to become“experts in learning”.It is an inevitable trend for teachers’professional development to change from an expert in teaching to an expert in learning.However,in the process of practice,teacher's ideological understanding,teaching position,experience and method,and practical conditions are the obstacles hinderinga teacher to become an expert in learning.Educational administrators are supposed to guide teachers to deepen their learning cognition,help them change their learning positions,guide them to learn from outstanding teachers and highlight their advantages in teaching practice in order to achieve the transformation of teachers from experts in teaching to experts in learning.