| 心理学视野中的教师专业化发展 |
| |
| 引用本文： | 申继亮,姚计海.心理学视野中的教师专业化发展[J].北京师范大学学报(社会科学版),2004(1):33-39. |
| |
| 作者姓名： | 申继亮 姚计海 |
| |
| 作者单位： | 北京师范大学,发展心理研究所,北京,100875 |
| |
| 摘 要： | 教师专业化的发展经历了一个从非专业化到专业化,从群体专业化到个体专业化,从个体被动专业化到个体主动专业化的过程。从心理学的角度来看,教师专业化获得良好的发展需要教师具有良好的职业承诺、特定的知识结构和自主发展等心理基础,教师专业化发展的心理机制的实质在于教学反思,教师职业的有效性、独特性和不可替代性是衡量教师专业化发展水平的标准,行动研究是促进教师专业化发展的重要途径。
|
| 关 键 词： | 教师 教师专业化 心理学视野 |
| 文章编号： | 1002-0209(2004)01-0033-07 |
| 修稿时间： | 2003年11月24日 |
Teacher′s Professional Development in Psychological Perspective |
| |
| SHENG Ji-liang,YAO Ji-hai.Teacher′s Professional Development in Psychological Perspective[J].Journal of Beijing Normal University(Social Science Edition),2004(1):33-39. |
| |
| Authors: | SHENG Ji-liang YAO Ji-hai |
| |
| Abstract: | Teacher' s professional development ( TPD) has gone through this process: From nonprofessionalization to professionalization, collective professionalization to individual professionalization and individual passive professionalization to individual active professionalization. In psychological perspective, TPD is based on teacher's occupational commitment, special knowledge structure and autonomy. The essence of psychological mechanism of TPD is reflective teaching. Evaluation standard of TPD level is the professional validity, particularity and irreplaceability. Action research is a major means of TPD. |
| |
| Keywords: | teacher teacher's professionalizaton psychological perspective |
| 本文献已被 CNKI 维普 万方数据 等数据库收录！ |
|
