教师形象的内源性考察  

Exploring Teacher Image from the Inner Perspective

作　　者：王艳玲[1] 

机构地区：[1]云南师范大学教育科学与管理学院,云南昆明650092

出　　处：《教育理论与实践》2011年第9期45-48,共4页Theory and Practice of Education

基　　金：作者主持的国家社科基金教育学青年课题<西南少数民族地区多元文化背景下教师能力与有效培训研究>(课题编号:CMA090129);教育部人文社科一般项目<教师专业化视野下发达国家教师教育课程改革的基本经验研究>(项目编号:09YJC880087)的阶段性成果

摘　　要：教师的教学实践具有情境性、复杂性和价值性,从教学实践的特性来探查教师形象可知,教师是在复杂情境中不断探究问题的反思性实践者,其特征可以描述为:视育人为己任、对教学持探究立场、沟通儿童与课程、富有临场智慧。The character of teaching practice is situational, character of teaching practice, we can know that a teacher constantly in the compl her obligation, holding clinical wisdom. complex, and of value, probing teacher image from the is the reflective practitioner who explores problems ex situations and his/her characteristics can be concluded as： taking cultivating pupils as his/ teaching as exploring, constructing relationship between child and curriculum, and possessing

关 键 词：教师形象 教学实践 反思性实践者 

分 类 号：G451.6[文化科学—教育学]