知识学习视域下名师培养模型建构与特征解析  

Model Construction and Character Analysis of Well-Known Teachers Cultivation under the Knowledge Learning Perspective

作　　者：孙永珍[1] 童富勇[1] 

机构地区：[1]杭州师范大学继续(成人)教育学院,杭州310012

出　　处：《教育发展研究》2013年第8期8-12,共5页Research in Educational Development

基　　金：童富勇教授主持的2010年国家社科基金课题"特级教师专业特征与成长规律研究"(BHA100054)的部分成果

摘　　要：为了探索有效的名师培养方式,在充分吸收教师知识和有效学习理论研究成果的基础上,同时紧密结合杭州市第二轮中小学名师培养工程(2009-2013)5年的培养实践,本文提炼出了名师有效培养的"知识学习与名师培养模型",该模型由首尾呼应、层层紧扣的"研修主题-发展愿景和学习动机-研修方式"三部分组成。研修方式部分提出了主题下层层推进的"链式"系列研修学习方式,该方式由"知识多元呈现"、"问题情景解决"、"初步检验新知"和"运用巩固新知"四个步骤组成。The current paper explored the effective way of cultivating well-known teachers to promote their professional development. Based on theoretical researches in teacher knowledge and effective learning, andfive years practical experiences ofwell- known teacher training project for elementary and high school teachers in Hangzhou, weproposed an effective model of well-known teacher cultivation named ＂well-known teacher cultivation instructed by knowledge learning＂. It includesthree components, ＂cultivating theme＂, ＂development prospect and learning motivation＂, and ＂cultivating form＂, which are corresponding and closely intercorrelated. In the section of ＂cultivating form＂, we proposed the model of ＂chained-learning under the same theme＂, which consists of multiple representation of knowledge, contextual problem solving, preliminary examination of new knowledge, and consolidation of new knowledge in use.

关 键 词：知识学习 名师培养模型 主题下“链式”系列学习方式 

分 类 号：G451[文化科学—教育学]