| 研究型教师：被丰富的教师专业成长内涵与实践 |
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| 引用本文： | 顾伟.研究型教师：被丰富的教师专业成长内涵与实践[J].湖南第一师范学报,2011,11(3):29-33. |
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| 作者姓名： | 顾伟 |
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| 作者单位： | 江苏教育学院运河分院,江苏邳州,221300 |
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| 基金项目： | 江苏省教育科学“十一五”规划课题(D/2006/01/044) |
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| 摘 要： | 20世纪80年代以来,关于研究型教师内涵的实践解读与理论解读日趋丰富多彩,研究型教师也成为我国教师专业化发展过程重要的概念之一。这一概念的历时发展,揭示出教师专业成长中的多方面内涵：即解读研究型教师内涵感性路径、理性路径之间的转化,拓展了教师专业化的发展路径;对研究型教师内涵及其实践的多元化解读,构建了教师专业成长可持续性的、综合化的发展;对教师专业素养的再塑造,丰富了教师专业的实践内涵;教师对研究型态度的再选择,满足了教师重建职业实践意义的现实需求。
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| 关 键 词： | 研究型教师 专业发展 教师专业成长 内涵 成长实践 |
The Enriched Connotation and Practice in Research-typed Teachers' Development |
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| GU Wei.The Enriched Connotation and Practice in Research-typed Teachers' Development[J].Journal of First Teachers College of Hunan,2011,11(3):29-33. |
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| Authors: | GU Wei |
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| Institution: | GU Wei(Yunhe School of Jiangsu Institute of Education,Pizhou,Jiangsu 221300) |
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| Abstract: | Since the beginning of 1980s,the studies of research-typed teachers are increasingly rich.The research-typed teacher has become an important concept in teachers' professional development in China.The diachronic development of this concept discloses the different connotations of teachers' professional growth,which include: the conversion of perceptual ways and rational ways broadens the ways of teachers' professional development;the diverse interpretations of the research-typed teacher promote the sustainabl... |
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| Keywords: | research-typed teacher professional development teachers' professional growth connotation growth practice |
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