教师内心学习的专业体认与外部支持  

Teacher’s Inner Learning:Professional Recognition and External Support

作　　者：唐志强[1] 

机构地区：[1]天津师范大学初等教育学院,天津300387

出　　处：《教育科学》2013年第2期39-43,共5页Education Science

基　　金：天津市教育科学"十二五"规划青年专项课题"小学教师职业幸福感与专业化发展关系的研究"的系列成果之一(项目批准号:BEYP6008)

摘　　要：在终身教育观和学习化社会理念的推动下,基础教育课程改革明确了教师作为学习者的角色与责任。教师不应受限于外部驱动下的群体学习与被动参与学习,而应该展开有专业诉求和自主学习愿望的内心学习。高水平的教师专业发展与教师的内心学习有必然联系,教师内心学习体现的是教师专业发展的道德使命感、主体自觉性与个体实践性引领下的寻求个人专业成长的必由路径。教师内心学习的实现需要获得外部的有效支持,如学校管理对教师学习的认同与内在激励,教师培训对教师外在学习与内心学习的有效整合,教育信息化为教师内心学习提供的外显化与交互性的平台。Driven by the concept of life-long education and learning society ideas,the basic education curriculum reform clarified teachers as learners’role and responsibility.A teacher should not be restricted to the group learning and passive learning driven by the external factors,and should launch inner learning with professional appeal and autonomous learning desire.The high levels of teacher professional development have inevitable connection with teacher’s inner learning.Teacher’s inner learning is the necessary path for the teacher’personal growth under the guidance of moral sense of mission,self-consciousness and individual practice of teacher professional development.Realization of teachers’inner learning needs effective support from the outside,such as the identification and intrinsic motivation of the school management,teacher training’effective integration of external and inner learning,and the explicit and interactive platform provided by the educational informatization.

关 键 词：内心学习 教师专业发展 专业体认 外部支持 

分 类 号：G451.1[文化科学—教育学]