专业性教师行为分析:教师研究的新视野  

Professional Teacher-behavioral Analysis:A New Perspective of Teacher Research

作　　者：贾群生[1] 

机构地区：[1]杭州师范大学教育科学学院

出　　处：《教育研究》2009年第12期75-79,共5页Educational Research

基　　金：2006年度浙江省哲学社会科学规划重点课题"专业性教师行为研究"(课题批准号:06CGJY04)的研究成果;课题负责人为林正范教授;贾群生执笔

摘　　要：专业性教师行为分析途径是在中国教育改革所催生出的专业主义价值观影响下形成的。它把教师专业发展作为基本价值观,主张以教师行为的意义为线索,以意义单元存在的情境作为基本分析单位,运用教育类专业知识和学科专业知识,分析教师专业判断的合理性、教学决策与教学判断的关系、教学决策与教学行为的关系,分析教师决策转化为教师行为的过程。The approach of professional teacher-behavioral analysis is formed in the influence of the values of professionalism that hastened by Chinese curriculum reform. The approach of professional teacher-behavioral analysis approach regards pro- fessional development as its basic perspective of values, taking the meaning of the teacher behavior as a clue and taking the situa- tion in which significance unit exists as a basic unit of analysis. With the professional knowledge and disciplinary knowledge of education, the approach of professional teacher-behavioral analysis means to analyze the rationality of teacher＇s judgments, the relationship between instructional decision-making and instructional judgment, the transformation from instructional decision-making to the teacher behavior.

关 键 词：专业发展 教师行为分析 教师研究 语言分析 

分 类 号：G451.1[文化科学—教育学]