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教师专业发展的研究主要是立足于教师知识的研究。1980年以后,传统的教师知识研究有了较大的进步,即增添了教师实践性知识等方面的研究,并也受到教育理论界的重视。教师实践性知识属于特殊的知识模式,是教师专业自主权得以表现的基础,更是教师专业发展的知识主要来源。目前,中国基础教育课程改革越来越趋于多元化,这些新课程的打造,要求中学教师在知识品质和能力水平等方面要更具专业性;教师自身专业要想取得长远的发展,其素质和能力的提高是重中之重,其关键性的内容就是教师实践性知识的取得。不管是顺应时代的发展,还是教师自身专业水平的提升,教师实践性知识的生成都是很主要的。是以,对中学教师实践性知识生成策略的研究具有重要的现实意义。
The research of teacher professional development is mainly based on the research of teacher’s knowledge. After 1980, the traditional teacher’s knowledge research has made great progress, that is, adding the teachers’ practical knowledge and other aspects of research, and also received the attention of educational theorists. Teachers’ practical sexual knowledge belongs to a special mode of knowledge, which is the basis for teachers’ professional autonomy. It is also the main source of knowledge for teachers’ professional development. At present, the reform of curriculum of basic education in China is becoming more and more diversified. The construction of these new courses requires that secondary school teachers be more professional in terms of knowledge quality and ability level. Teachers’ professional needs long-term development and their qualities And ability to improve is the most important, the key content is the acquisition of teachers’ practical knowledge. Whether it accords with the development of the times or the improvement of teachers ’professional level, the formation of teachers’ practical knowledge is very important. Therefore, it is of great practical significance to study the tactics of generating practical knowledge of middle school teachers.