| 论教师职业的“去理论化”现象 |
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| 引用本文： | 刘旭东.论教师职业的“去理论化”现象[J].教师教育研究,2006,18(3):47-51. |
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| 作者姓名： | 刘旭东 |
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| 作者单位： | 西北师范大学教育学院,甘肃,兰州,730070 |
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| 摘 要： | 教师工作具有浓重的知识背景。以往,制度化教育使教师在教学活动默认某种当然的理论,无视自身本有的“个人知识”。然而,随着时代的发展,教师职业越来越被认为是专业,凸现了教师是创造性的课程实施者的角色。为此,教师需要再概念。
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| 关 键 词： | 教师 去理论化 思考 |
| 文章编号： | 1672-5905(2006)03-0047-05 |
| 收稿时间： | 10 30 2005 12:00AM |
| 修稿时间： | 2005年10月30 |
Reflection on the "De- theorization" Phenomenon of Teacher Profession |
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| LIU Xu-dong.Reflection on the "De- theorization" Phenomenon of Teacher Profession[J].Teacher Education Research,2006,18(3):47-51. |
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| Authors: | LIU Xu-dong |
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| Institution: | College of Education, Northwest Normal University, Lanzhou, Gansu, 730070, China |
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| Abstract: | Teachers'work is largely based on knowledge.In the past,the systemized education made teachers give tacit consent to some "undoubtable"theories in their teaching,and neglected their own "personal knowledge".However,with the development of society,teacher's occupation is more and more considered as a profession,protruding its creativity in carrying out curriculum.Therefore,we should rebuild the views on education,knowledge,teaching,teacher's dignity and teaching time-space. |
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| Keywords: | teacher de-theorization reflection |
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