教师深度学习:价值、内涵与模型建构
Teacher’s Deep Learning: Value, Connotation and Model Construction
  
DOI:
中文关键词:  教师深度学习;知识创造;价值创造;实践智慧;模型构建
英文关键词:teachers’ deep learning, knowledge creation, value creation, practice wisdom, model construction
基金项目:本文系2017年度上海市哲学社会科学规划教育学一般项目“教师职后成长机理及培养体系研究”(项目编号:A1701)、2017年度上海市教科研市级课题“上海市教师专业发展研训一体机制和模式建设”(项目编号:C17016)的阶段性研究成果。
作者单位
张诗雅 上海市师资培训中心 
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中文摘要:
      新时代中国教师专业发展将改变以往“教师培训”的固有模式,转向“教师学习”。在此背景下,教师深度学习的价值体现为凸显教师高阶认知的批判创造、教师群体智慧的整体联通、教师行动价值的实践迁移、教师知识创造的信念重构和教师教育思想形成的智慧创生。教师深度学习的内涵归纳为自我发现的行动性研究、知识创造的学术性研究和价值创造的学术化存在。由此,教师深度学习模型就是由“自我空间—社会空间—行动空间—学术空间—价值空间”五维学习空间构成的融通联动的连续统。
英文摘要:
      In the new era, Chinese teachers professional development will change from the traditional model of “teacher training” to “teacher learning”. Under this background, the value of teachers’ deep learning is reflected in the critical creation of teachers’ higher-order cognition, the full connection of teachers’ collective wisdom, the practice transfer of teachers’ action value, the belief reconstruction of teachers’ knowledge creation, and the formation of teachers’ educational thoughts into intelligence creation. The connotation of teachers’ deep learning can be summarized as the action-oriented study of self-discovery, the academic study of knowledge creation and academic existence of value creation. Therefore, the teachers’ deep learning model is a harmonious and interconnected continuum composed of five dimensional learning spaces: self-space, social space, action space, academic space and value space.
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