以基础教育课程改革为背景的教师知识结构优化途径探讨  

Exploration on the Optimizing Approach of Teacher Knowledge Structure in the Background of Basic Educational Curriculum Reform

作　　者：张喜萍[1] 韩清林[2] 杨红[3] 

机构地区：[1]承德医学院 [2]河北省教育厅 [3]河北旅游职业学院

出　　处：《教育研究》2008年第8期85-88,100,共5页Educational Research

摘　　要：我国新一轮基础教育课程改革要求教师优化知识结构,熟悉学习者的特点,注重有关学生体验方面的知识更新,加强创新精神与实践能力的培养,转变评价观。教师知识结构理论模型包括三个基础、五个支撑和两个核心。优化教师知识结构,应坚持教师任课结构优化与教师学科专业结构优化相结合原则,重视导向机制、动力机制和教学整合机制的作用。在职培训课程设置应坚持课程目标的多样性、课程内容结构的非正规性以及课程展开方式的实践性。The development of a new round of basic educational curriculum reform demands teachers to optimize their knowledge structure, familiarize the characteristic of learners, emphasize the knowledge renewal related to student experience, strengthen the cultivation of innovation spirit and practical ability, and change the evaluation outlook. The teacher knowledge structure model includes three basis, five supports and two cores. To optimize teacher knowledge structure, we should adhere to the principle of combining teacher teaching structure optimization with teacher disciplinary profession- al structure optimization, and attach great importance to the roles of orientation mechanism, motivation mechanism and teaching integration mechanism. In terms of in-service training curriculum settings, we should adhere to the variety of curriculum objective, the non-normality of curriculum content structure and the practicality of curriculum development mode.

关 键 词：课程改革 教师 知识结构 教师专业化 

分 类 号：G632.3[文化科学—教育学]