实践取向的教师专业发展的三个维度
On Three Dimensions of Teachers’ Professional Development in Practice Orientation
  
DOI:
中文关键词:  实践取向;教师专业发展;现象学;建构主义;行动研究
英文关键词:practice orientation, teachers’ professional development, phenomenology, constructivism, action research
基金项目:本文系山东省本科高校教学改革研究项目“高师院校通识教育模式研究”(项目编号:M2018X249)的阶段性成果。
作者单位
冯永刚 山东师范大学 
王玉祥 山东师范大学 
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中文摘要:
      基于实践取向的教师专业发展的三维向度是现象学、建构主义和行动研究。现象学为哲学层面的维度,教师专业发展应回到教育的事实本身,揭示教育的真谛;建构主义为心理学层面的维度,教师专业发展需要在实际的教育情境中不断建构生成,进一步深化教师个人对教育及教育意义的理解;行动研究是社会学层面的维度,教师专业发展要求教师成为自我更新、自我完善、专业提升的真正参与者与研究者,行动研究为教师对教育真谛及意义的探索提供了真实有效的场域,使得教师的专业发展有不断的动力源泉和成长空间。三个维度分别从应然、实然和必然的层面出发,逐层推进,为实践取向的教师专业发展提供了一个基本的思维范式与分析框架。
英文摘要:
      The three dimensions based on practice orientation are phenomenology, constructivism and action research. Phenomenology is the dimension of philosophy, so teacher professional development should return to the fact of education and reveal its essence. Constructivism is a psychological dimension, and teacher professional development needs to be constantly constructed and generated in the actual educational context to further deepen teachers’ understanding of education and its significance. Action research is a dimension of sociology. Teacher professional development requires teachers to become true participants and researchers of self-renewal, self-improvement, and professional improvement. Action research provides teachers with a real and effective field for the exploration of the true meaning and significance of education, and therefore, teachers’ professional development has a constant source of power and growth space. From the perspectives of necessity, reality and inevitability, the three dimensions are gradually advanced, providing a basic thinking pattern and analytical framework for teacher professional development under the practice orientation.
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