教师认知视野下的教师专业化发展途径——以广州大学松田学院为例  

Approach of Teacher's Professionalism Development from the Perspective of Teacher Cognition——In a Case of Sontan College of Guangzhou University

作　　者：单新荣[1] 谢献春[2] 

机构地区：[1]广州大学松田学院,广东广州511370 [2]广州大学,广东广州510006

出　　处：《武汉纺织大学学报》2012年第2期83-85,共3页Journal of Wuhan Textile University

基　　金：广东省"十一五"教育规划项目(2010tjk210)

摘　　要：认知是人们对客观世界感知与体验的过程,教师认知是教师的信息、思想、知识结构对教学的发展,教师专业化是教师在课堂教学过程中专业不断提升自我的一个复杂心理过程。本文通过对广州大学松田学院教师现状的调查,提出通过自我、校本培训、校本教研等途径,提高教师专业化。Cognition is the process of people＇s perception and experience to the world,and teacher cognition is the teaching development in teachers＇ information,ideas,knowledge structure.Teacher professionalism is the teacher＇s complex psychological process in classroom teaching and which upgrades themselves constantly.This article presents the situation of investigation in Sontan College of Guangzhou University,and it puts forward the approaches from the teachers themselves,school-based training,school-based teaching and research,which aims to improve the level of the teachers＇ professionalism.

关 键 词：教师认知 教师专业化 途径 

分 类 号：G64[文化科学—高等教育学]