| 论教师的自由 |
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| 引用本文： | 戴双翔,姜勇.论教师的自由[J].教育发展研究,2008(1):7-10. |
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| 作者姓名： | 戴双翔 姜勇 |
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| 作者单位： | 1. 华南师范大学教科院,广州,510631
2. 华东师范大学学前与特殊教育学院,上海,200062 |
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| 摘 要： | 促进教师自由、自主发展,是当前国际上教师研究的重要课题。以自由理论为基础的教师发展观认为,自由理念与自主精神是教师发展的内在本质,必须充分关注教师发展的内在需求、主体意识与主观能动性。在发展阶段上,教师的自由经历着从"在场""入场"到"出场"三个阶段;在构成型态上,教师的自由体现为拒绝权自由、选择权自由和创造权自由;在形成状态上,教师的自由则表现为摆脱"常人束缚",走向"内在自足"。
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| 关 键 词： | 教师教育 教师发展 自由 自主发展 |
On Teacher Liberty |
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| Dai Shuangxiang,Jiang Yong.On Teacher Liberty[J].Exploring Education Development,2008(1):7-10. |
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| Authors: | Dai Shuangxiang Jiang Yong |
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| Abstract: | It is the key issue in the studies on how to understand teacher development.The new belief on teacher based on liberty theories insists on that the liberty spirit is the internal attribute of teacher development.A teacher is not a passive but an active learner.The stages of teacher liberty are changed from "on the site" to "out of the site".Teacher liberty includes liberty of refusing,choice and creativity.Teacher liberty means that the teacher should get rid of "the control as common men",and go toward the "internal self-development". |
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| Keywords: | teacher education teacher development liberty self-development |
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