论卓越教师职前成长微环境的构成及其优化

发布时间：2018-03-24 20:20

本文选题：教师教育　切入点：成长微环境　出处：《教育学术月刊》2017年08期

【摘要】：师范大学是培育卓越教师潜质的基地,专业成长微环境参与着这一潜质的培育与形成。卓越教师职前成长的三大微环境因素群是:教学中心的核心因素群、就业中心的关键因素群与交往中心的边缘因素群。实证分析表明:大学教师、学校环境、教学管理、教育人才市场等因素直接决定着师范生专业成长微环境的内涵与品质。基于微环境影响师范生卓越专业资质形成的"四大规律",即日趋专业化、内在化、务实化与内控化的规律,有序推进师范生专业成长微环境的建设与优化,是师范大学创建优质教师教育资源的重要思路。
[Abstract]:Normal University is the base of cultivating the potential of outstanding teachers, and the microenvironment of professional growth is involved in the cultivation and formation of this potential. The three groups of microenvironmental factors of the pre-service growth of excellent teachers are: the core factor group of teaching center, The key factor groups of the employment center and the marginal factor group of the communication center. The empirical analysis shows that: college teachers, school environment, teaching management, The educational talent market and other factors directly determine the connotation and quality of the microenvironment for the professional growth of normal school students. Based on the "four laws" which affect the formation of the outstanding professional qualifications of normal school students, they are becoming more and more specialized and internalized. The rules of pragmatism and internal control and the orderly promotion of the construction and optimization of the microenvironment for the professional growth of normal college students are the important ideas for the establishment of high-quality teacher education resources in normal universities.
【作者单位】：陕西师范大学教育学院;
【基金】：2015年度全国教育科学规划教育部重点项目“卓越教师职前成长微环境研究”(DAA150203)
【分类号】：G652

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