论基于实践-反思取向的教师培训教材设计模式  

On the Design Model of Training Materials for Teachers Based on Practical-Reflective Perspective

作　　者：张恰[1] 

机构地区：[1]东北师范大学出版社,吉林长春130024

出　　处：《教师教育研究》2010年第6期53-56,共4页Teacher Education Research

基　　金：教育部人文社会科学研究规划项目(06J880015)研究成果之一

摘　　要：我国当前的教师培训教材在设计过程中存在着诸多问题。产生这些问题的主要原因可以归结为教材设计者以"知识本位"为核心的设计理念,仅仅满足了教师对理论性知识的需求,却忽视了对实践性知识的反思。本研究认为,教师专业发展的实践―反思取向是解决当前教师培训教材存在上述问题的主要途经。基于实践—反思取向的教师培训教材设计模式应该以"疑—知—情—行"为结构要素,以"问题导入(疑)→理论阐释(知)→反思体验(思)→实践拓展(行)"为操作程序。Many problems of training materials for teachers in China exist in the design process. The major cause is the de-signers＇philosophy of designing materials,which concentrates solely on providing information,meeting the teachers＇needs for theoretical knowledge,thus neglecting the reflective thinking of practical knowledge. The conclusions are presented as follows：Practical-reflective perspective of teacher professional development is an effective method to solve the existing problems in training materials design. The research proposes the model of training materials design based on the practical-reflective perspective. The elements of the model include questions,knowledge,thinking and action. The model follows the following phases：introducing problems,explaining theories,reflective thinking and experiencing,and practicing and expanding.

关 键 词：教师培训教材 设计模式 实践—反思取向 

分 类 号：G423.3[文化科学—课程与教学论]