学校变革中引领教师发展的原则探析  

Principles on Leading Teacher's Development in the School Change

作　　者：李飞 

机构地区：[1]徐州幼儿师范高等专科学校

出　　处：《现代教育论丛》2013年第5期65-68,共4页Modern Education Review

基　　金：徐州市教育科学"十二五"规划课题"转型期学校精神文化建设研究"的研究成果(项目编号:GH12-12-L334)

摘　　要：教师发展不仅需要教师在真实的教学情境中去自主建构默会的实践性智慧,也需要外部多元主体的引领与示范,引领教师发展应遵循如下原则:长程性原则,要按照教师发展的阶段性、层次性规律,为教师持续性发展奠定基础;适切性原则,要因地制宜、随机制宜、因人而异;公平性原则,对全体教师应一视同仁,在发展机遇、利益分配等方面各尽其能、各得其所,努力让激励发挥持续性的功能;创造性原则,不应固守单一的模式,应根据舆情、校情、师情创造性地实施;自主性原则,把外在的影响转化为教师自身发展的动力。Teacher development needs not only to construct independently tacit practical wisdom, and also leading and demonstration of external multivariate main body. Leading teacher's development should follow the principles: principles of long-term, lay a foundation for teacher's sustainable development; adequacy principles, we should adjust measures to local conditions, random condition;principles of fairness, we should inspire the function of sustainability; creative principles, we should implement based on public opinion, school and teachers;autonomy principles, put the influence of the external into the force of the development fo teachers themselves.

关 键 词：学校变革 教师发展 学校领导 管理者 原则 

分 类 号：G451.1[文化科学—教育学]