从诉诸宏大理论到扎根具体背景——对幼儿园教师专业发展的思考  

From Great Theory to Specific Background ——reflection on kindergarten teachers' professional development

作　　者：张婕[1] 

机构地区：[1]华东师范大学学前教育与特殊教育学院,上海200062

出　　处：《学前教育研究》2008年第7期12-14,共3页Studies in Early Childhood Education

摘　　要：科学主义的教师专业发展范式通常诉诸宏大理论,忽视具体教学情境的复杂性与教师、儿童的个性特征,给教师专业发展带来种种困境。生态主义取向的教师专业发展范式强调回归具体的教学情境,为教师专业的个性发展留下空间,使教师有充分的机会积累教学智慧与实践经验,实现科学理性与实践理性的平衡。Science perspectives on teachers＇ professional development mode base themselves on great but abstract theories, and ignore teaching settings＇ complexity and teachers and children＇s personalities, which produce many problems in teachers＇ professional development. On the contrary, ecological perspectives focus on teaching settings＇ specificity, and teachers＇ characteristics, and advocate teachers to accumulate teaching wisdom and experiences, and realize balance between science rationality and practice rationality.

关 键 词：教师专业发展 科学主义 生态主义 教学情境 

分 类 号：G451.1[文化科学—教育学]