| 论教师专业创造力 |
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| 引用本文： | 龙宝新.论教师专业创造力[J].当代教育与文化,2013(6):78-84. |
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| 作者姓名： | 龙宝新 |
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| 作者单位： | 陕西师范大学教育学院; |
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| 基金项目： | 全国教育科学规划项目“西部农村教师专业可持续发展的PLC模式研究”(DGA090195);教育部人文社科一般项目“免费师范生专业成长力的职后发展研究”(10YJC880081)阶段性成果 |
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| 摘 要： | 教师专业创造力是教师在教育生活中酝酿专业创意、生成专业创举、进行专业创造、实现专业自我更新的潜力与实力，它是教师作为专业人员的标识和代码。教师专业创造力由创意生成力、创举形成力、课堂表现力与自我形塑力等要素构成，其基本特性是涌现性、嵌入性和个体性。在教师专业发展中，每一种专业创造力类型各具特点并承担着不同的角色与功能。
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| 关 键 词： | 专业创造力 要素 特性 |
On Teacher Professional Creativity |
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| LONG Bao-xin.On Teacher Professional Creativity[J].Contemporary Education and Culture,2013(6):78-84. |
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| Authors: | LONG Bao-xin |
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| Institution: | LONG Bao-xin (School of Education, Shaanxi Normal University, Xi＇an, Shaanxi, 710062, PRC) |
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| Abstract: | Teacher professional creativity refers to their potential of and ability in generating creative ideas , planning professional activities , implementing creative tasks and achieving professional self-renewal . It is the identification and symbol of teachers as professionals . The major components of teacher professional creativity are the ability to generate creative ideas , the ability to plan and organize creative activities ,classroom performance ability , and self-shaping forces . It is emergentistic , nesting and individualized .In the process of teacher development ,each type of professional creativity exhibits it own features and plays different roles and functions . |
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| Keywords: | professional creativity elements special characteristics |
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