国外教师专业发展模型的分析与探索  

Exploration and analysis on the foreign teacher professional development model

作　　者：岳娟娟[1] 刘卫东[1] 王振维[1] 

机构地区：[1]第三军医大学医学检验系办公室,重庆400038

出　　处：《中华医学教育杂志》2011年第5期645-648,共4页Chinese Journal of Medical Education

摘　　要：教师专业发展是世界各国教学改革的重点内容。10余年来，教师专业发展模型经历了从“线性模型”到“双环模型”的发展轨迹，呈现了“目的性”、“综合性”、“持续性”、“阶段性”和“特殊性”五大基本特征。为此，应当客观审视当前我国教师发展中的问题所在，在设计教师发展路径时，进一步关注和思考教师的批判思维、内在动力与外界环境构建，从而建立全面、科学、持续的教师专业发展道路。Teacher professional development is the key contents of world teaching reform. In the past decade of years, the teacher professional development model experienced the development track from ＂ linear model＂ to ＂double loop model＂. And it presented five basic characteristics, which are the ＂purposiveness＂, ＂comprehensiveness＂, ＂persistence＂, ＂stage＂ and ＂specificness＂. We should examine the problem of our country＇ s teacher development objectively and think and pay more attention to teachers＇ critical thinking, internal motivation and external environment, so as to establish a scientific, comprehensive and sustained way to teachers＇ development.

关 键 词：教师 专业发展 国外 模型 探索 

分 类 号：R-4[医药卫生]