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篇名 解读教师专业素养——基于专家教师和教研员的视角
並列篇名 Teacher’s Professional Competence: A Perspective from Teachers and Teaching Educators
作者 鲁小莉(LU Xiao-li) 、李娜(LI Na) 、鲍建生(BAO Jian-sheng)
中文摘要 在促进以发展学生核心素养为理念的课程改革中,教师专业素养至关重要(本文结合对专业素养、特别是教师的专业素养文献的介绍,描述了一项启发式研究(Elicitation Study)。通过对上海地区一线教育研究工作者(主要指教研员和专家型教师)关于教师专业素养的观点的调查,研究刻画出他们对教师专业素养的认识,包括专业素养的主要成分;并且指出不同职称、学段的教育研究工作者对教师专业素养的不同观点。希冀能启发并指向在后续研究中提出更合理、更细目化的教师专业素养模型,促进教师专业的发展,最终达到发展中国学生核心素养的目标。研究结果显示,从一线教育研究工作者(以数学学科为例)的观点中,我们可以得到教师专业素养是一个多维度的概念,它包含教师知识等在内的诸多因素,以及这些因素交互作用所产生的个人特征;具有较高职称的、工作于高中学段的教育研究者对教师专业素养的观点与其他工作者有明显差别。
英文摘要 Teachers’ professional competence plays a key role in implementing the curriculum reform which aims to develop students’ competence. This study describes an elicitation study based on an introduction to professional competence, especially to teachers’ professional competence. By interviewing educators - here refers to teaching researchers and expert teachers) in Shanghai, their ideas on teacher’s professional competence are summarized. These ideas include the components of professional competence and various viewpoints shown by educators with different professional titles working for primary, middle and high schools. The aim of this study is to provide some insights for the future research on modelling teacher’s professional competence. Its implication can be as components of teacher’s professional competence and then developing the core competences of Chinese students. The findings show that the concept of teacher’s professional competence should be understood in a multiple-dimension structure including teacher knowledge and other factors. Also, this study indicates that there is difference among the educational researchers working for different school levels.
頁次 061-067
關鍵詞 教师知识 实践知能模型 教师专业化 核心素养 课程改革 teacher knowledge practice knowledge model teacher specialization core literacy curriculum reform
卷期 17:2
日期 202004
刊名 基礎教育
出版單位 華東師範大學
DOI 10.3969/j.issn. 1005-2232.2020.02.007