基于“探究教学”的教师专业素养的建构  

The Construction of Teachers' Professional Quality Based on "Inquiry Teaching"

作　　者：吴琳琳[1] 仲小敏[2] 

机构地区：[1]天津市第二十一中学,天津300052 [2]天津师范大学教师教育学院,天津300387

出　　处：《天津师范大学学报（基础教育版）》2012年第4期15-19,共5页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：天津市教育科学"十一五"规划资助重点课题"基于学生科学素养培养的高中探究教学模式的研究"的研究成果(ZZG176)

摘　　要：开放的教育观念、全面的知识结构、突出的探究教学能力、科学的专业态度和人本的专业精神以及体现探究的教育智慧,这些都是教师实施探究教学不可或缺的专业素养。其中,广博的文化知识、体现STS理念的专业知识和建构主义的条件性知识、灵活的探究教学情境类知识,是建构探究教学条件下的教师知识结构的重要因素。Open education concept, comprehensive knowledge structure, prominent inquiry teaching ability, and scientific and humanistic professional attitude are indispensable professional qualities for teachers to implement inquiry teaching. Among them, encyclopedical culture knowledge, professional knowledge reflecting the concept of STS, constructivism knowledge ＂ and flexibily conditional knowledge of inquiry teaching situation are important factors to construct teachers＂ knowledge structure.

关 键 词：探究教学 教师专业素养 知识结构 

分 类 号：N031[自然科学总论—科学技术哲学]