“教师教育专业”研究型教师培养研究——以湖南科技大学为例  

Study of Research Teacher Training to "the Specialty of Teacher Education"——Take Hunan University of Technology as an Example

作　　者：黄玲娟[1] 胡志明[1] 秦世琼[1] 

机构地区：[1]湖南科技大学教务处,湖南湘潭411201

出　　处：《煤炭高等教育》2010年第2期67-69,共3页Meitan Higher Education

基　　金：湖南省教育科学"十一五"规划2008年度立项课题(XJK08AGD009);湖南省教育科学"十一五"规划2008年度中小学教师继续教育研究专项立项课题(XJK08JJZB023)

摘　　要：教师作为研究者是新课改赋予教师角色的新内涵。缺乏研究和反思型思维的教育准备、缺少系统的教师教育知识、教师教育专业学生自身不愿或不会研究和反思等因素制约着研究型教师培养。教师教育专业培养研究型教师的主要策略有:培养师范生主体意识,强化专业发展;树立反思教育观念,优化理论学习;构建交流平台,共享合作空间;加强教学实践,设计教学行为。As a researcher, the teacher is a new connotation of the teachers role that given by the new curriculum reform. The lack of educational preparation for the research and reflective thinking, lack of systematic knowledge in teacher education, the students of teacher education specialty do not want and can＇t study and reflective restrict the research teacher training. The main strategies to train the research teacher of teachers＇ education specialty are ： to train the teachers of the main health awareness and strengthen professional development ; to foster the concept on reflection educational and optimization the theory learning; to build an exchange platform and shared the cooperation space; to strengthen the teaching practice and design the teaching behavior.

关 键 词：教师教育专业 研究型教师 培养策略 

分 类 号：G645[文化科学—高等教育学]