学校本位教师专业发展研究

发布时间：2018-03-18 00:17

本文选题：学校本位　切入点：教师专业发展　出处：《教育研究与实验》2014年04期 　论文类型：期刊论文

【摘要】：本文基于布朗芬布伦纳的生态理论构建学校本位教师专业发展的理论分析框架。学校本位教师专业发展的宏系统是社会意识与信念环境系统,这是教师专业发展外力系统,系统要素为国家和人民对好的教育的期盼以及有好的教师才有好的教育;外系统是学校组织环境系统,这是可持续发展力系统,要素为支持制度和文化自觉;中系统为专业发展共同体环境系统,这是发展合力系统,要素为专业合作和重要他人;微系统为教师个体环境系统,这是发展源动力系统,要素为需求推动、反思和职业幸福感。本文对上述系统分别分析其要素及其对教师专业发展的促进作用,以及发挥该作用的操作策略。
[Abstract]:This paper constructs the theoretical analysis framework of school-based teachers' professional development based on BrownFinn's ecological theory. The macro system of school-based teachers' professional development is the social consciousness and belief environment system, which is the external force system of teachers' professional development. The system elements are the expectation of the country and the people to the good education and the good teacher to have the good education, the external system is the school organization environment system, which is the system of sustainable development, the essential factor is to support the system and the cultural consciousness; The middle system is the professional development community environment system, which is the development collaboration system, the elements are the professional cooperation and the important others; the microsystem is the teacher individual environment system, which is the source power system of the development, the essential factor is the demand-driven system, Introspection and career Well-being. This paper analyzes the elements of the system and its promoting effect on teachers' professional development, as well as the operational strategies to play this role.
【作者单位】：北京航空航天大学人文社会科学学院;
【分类号】：G451.1

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