教师专业发展范式转移及其在学校管理层面的应对  

Paradigm Transformation of Teachers' Professional Development & the Response from the School Management

作　　者：周成海[1] 

机构地区：[1]大连大学师范学院,辽宁大连116622

出　　处：《教育理论与实践》2013年第7期36-39,共4页Theory and Practice of Education

基　　金：周成海主持的教育部人文社科青年基金项目<教师知识分享研究>(项目批准号:12YJC880165);辽宁省教育厅人文社科一般项目<辽宁省小学初任教师入职指导方案研究>(项目批准号:W2010063)的阶段性研究成果

摘　　要：当前,教师专业发展范式已由"被动性发展"转向"主体性发展",由"个人化发展"转向"交往性发展"。实现教师专业发展范式的转移,要求学校管理者从以下三方面作出调整:一是通过制度建设,唤醒教师的主体意识,促进教师对话与分享;二是通过组织建设,打破等级和孤立,建立专业共同体;三是通过文化建设,建立追求卓越、鼓励合作的学校文化。Currently, the paradigm of teachers＇ professional development has changed from ＂the passive develop- ment＂to ＂the active development＂ and from ＂the personal development＂ to ＂the interactive development＂. The paradigm shift of teachers＇ professional development requires the school superintendents to make adjustments in the following three aspects ： first of all, they should awaken teachers＇ subject consciousness and promote the teachers＇ dialogue and sharing through the system construction; secondly, they should break the hierarchy and isolation and establish the professional community through the organization construction; thirdly, they should establish the school culture of pursuing excellence and encouraging cooperation through the culture construction.

关 键 词：教师专业发展范式 学校管理 转移 

分 类 号：G451.2[文化科学—教育学]