成为理解型教师:教师专业发展的终极诉求
发布时间：2019-01-18 13:42
【摘要】：成为理解型教师是新课程对教师的必然要求,也是教师专业发展的最终诉求。理解型教师的专业发展有着丰富的内容:在专业思想上,要求教师树立理解即人的存在方式、教学过程即理解过程的理念;在专业知识上,要更关注教师的实践性知识;在专业能力上,要发展教师的理解能力、沟通能力和反思能力。在理解型教师专业发展的四个阶段,教师要善于反思,树立终身学习的理念,开展行动研究,最终成为理解型教师。
[Abstract]:Becoming an understanding teacher is not only the inevitable requirement of the new curriculum, but also the ultimate demand of the teacher's professional development. The professional development of understanding teachers has rich contents: in professional thought, teachers are required to set up the concept that understanding is the existence of human beings, and the teaching process is the understanding process, and the practical knowledge of teachers should be paid more attention to in the aspect of professional knowledge. In the professional ability, should develop the teacher's understanding ability, the communication ability and the reflection ability. In the four stages of the professional development of understanding teachers, teachers should be good at reflection, set up the concept of lifelong learning, carry out action research, and finally become understanding teachers.
【作者单位】： 西南大学教育科学研究所;西南大学研究生部;
【基金】：重庆市教委人文社科课题《教师合作式专业发展的研究与实践》(课题批准号:10SKF03)的研究成果之一
【分类号】：G451.1
，
本文编号：2410778
[Abstract]:Becoming an understanding teacher is not only the inevitable requirement of the new curriculum, but also the ultimate demand of the teacher's professional development. The professional development of understanding teachers has rich contents: in professional thought, teachers are required to set up the concept that understanding is the existence of human beings, and the teaching process is the understanding process, and the practical knowledge of teachers should be paid more attention to in the aspect of professional knowledge. In the professional ability, should develop the teacher's understanding ability, the communication ability and the reflection ability. In the four stages of the professional development of understanding teachers, teachers should be good at reflection, set up the concept of lifelong learning, carry out action research, and finally become understanding teachers.
【作者单位】： 西南大学教育科学研究所;西南大学研究生部;
【基金】：重庆市教委人文社科课题《教师合作式专业发展的研究与实践》(课题批准号:10SKF03)的研究成果之一
【分类号】：G451.1
，
本文编号：2410778
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