研究型教师:被丰富的教师专业成长内涵与实践  

The Enriched Connotation and Practice in Research-typed Teachers' Development

作　　者：顾伟[1] 

机构地区：[1]江苏教育学院运河分院,江苏邳州221300

出　　处：《湖南第一师范学院学报》2011年第3期29-33,共5页Journal of Hunan First Normal University

基　　金：江苏省教育科学"十一五"规划课题(D/2006/01/044)

摘　　要：20世纪80年代以来,关于研究型教师内涵的实践解读与理论解读日趋丰富多彩,研究型教师也成为我国教师专业化发展过程重要的概念之一。这一概念的历时发展,揭示出教师专业成长中的多方面内涵:即解读研究型教师内涵感性路径、理性路径之间的转化,拓展了教师专业化的发展路径;对研究型教师内涵及其实践的多元化解读,构建了教师专业成长可持续性的、综合化的发展;对教师专业素养的再塑造,丰富了教师专业的实践内涵;教师对研究型态度的再选择,满足了教师重建职业实践意义的现实需求。Since the beginning of 1980s,the studies of research-typed teachers are increasingly rich.The research-typed teacher has become an important concept in teachers＇ professional development in China.The diachronic development of this concept discloses the different connotations of teachers＇ professional growth,which include： the conversion of perceptual ways and rational ways broadens the ways of teachers＇ professional development;the diverse interpretations of the research-typed teacher promote the sustainable and integrated development of teachers＇ professional growth;the remodeling of teachers＇ professional attainment enriches the practical connotations;the teachers＇ choice of research-typed attitude satisfies the practical demands of rebuilding the significance of this profession.

关 键 词：研究型教师 专业发展 教师专业成长 内涵 成长实践 

分 类 号：G451.2[文化科学—教育学]