促进高原期教师专业发展的操作模式之研究  

A Study of the Operational Model in Promoting Teachers' Professional Development in Plateau Period

作　　者：金晓敏 刘翔龙 卢真金[2] 

机构地区：[1]玉环县环山小学,浙江玉环317600 [2]浙江教育学院教师教育与教育管理学院,浙江杭州310012

出　　处：《浙江教育学院学报》2007年第5期7-12,共6页Journal of ZHEJIANG Education Institute

基　　金：浙江省教育科学规划2005年重点研究课题(SB106)

摘　　要：高原期是制约教师专业发展的"瓶颈",也是决定教师专业发展水平的关键期。突破高原期是这一阶段教师的共同任务和普遍追求。"反思——诊断——学习——反刍——提升"是促进高原期教师专业发展的操作模式。Plateau period is the bottleneck of restricting teachers＇ professional development as well as the key period that decides teachers＇ professional development level. The break- through of the plateau period is teachers＇ common task and pursuit in this period. The model of reflection-diagnosis-learning-rumination-uplifting is the operational model to promote teachers＇ professional development in plateau period.

关 键 词：教师专业发展 高原期 反思性教学 操作模式 

分 类 号：G650[文化科学—教育学]