真实的叙事·执着的行动·别样的智慧--“第二届课程教学改革与教师发展国际研讨会”会议综述  

Authentic Narrative, Persistent Action and Particular Wisdom: A Survey of the 2nd International Conference of Curriculum and Instruction Reform and Teacher Development

作　　者：魏戈[1] 陈向明[1,2] 

机构地区：[1]北京大学教育学院 [2]北京大学基础教育与教师教育研究中心,北京100871

出　　处：《教育学术月刊》2013年第9期13-17,90,共6页Education Research Monthly

基　　金：教育部人文社会科学研究规划课题“知识转换与身份获得--实习生与重要他人的互动模式研究”(课题批准号:10YJA880017)阶段性成果

摘　　要：实现教师工作方式的转型,提高教师的课程领导力和教学研究能力,更新教师教育研究的思路和方式,是我国当前教育改革的一个关键问题。在杭州师范大学召开的"第二届课程教学改革与教师发展国际研讨会",就教师知识与教师发展等主题展开讨论,在借鉴西方有关理论的同时,关注了中国本土的研究视角,并对教师自传、教育叙事、行动研究等方法进行了探索。To achieve the transition of teachers' working,to improve teachers' competence of curriculum leadership and instructional research and also to renew the way of thinking of teacher education research,these are three key issues of educational reform in China.From March 22 to 24 in 2013,the 2nd International Conference of Curriculum and Instruction Reform and Teacher Development was held at Hangzhou Normal University.Highlighted topics included teachers' knowledge and teacher development,adopting both the western relevant theories and the Chinese local perspectives as well.In addition,some methodologies,such as teacher's autobiography,education narrative and action research,were discussed.

关 键 词：教育叙事 教师自传 行动研究 教师知识 教师教育 

分 类 号：G513.2[文化科学—教育学]