教师专业发展能力模型建构  

Model Building of Teacher's Professional Development Capacity

作　　者：王丽珍[1] 

机构地区：[1]山西大同大学,山西大同037009

出　　处：《教育理论与实践》2013年第8期36-40,共5页Theory and Practice of Education

基　　金：全国教育科学"十五"规划课题<信息技术环境下教师教育职前与职后一体化课程构建的研究>(课题编号:FCB050530);2011年山西省高等学校教学改革重点项目<职前教师专业素养培养的教学模式改革研究>的研究成果之一

摘　　要：教师专业能力发展要适应教育和社会发展的需要,满足师生间协调发展的要求,并紧密结合教师自身持续发展的特点。教师专业发展能力包括教师专业基础能力、教师专业基础发展能力、教师专业协调发展能力和教师专业持续发展能力等要素。吉尔福德的智力三维结构模型、企业CEO能力素质模型和ITGov三位一体的信息化绩效评价模型为教师专业发展能力模型建构提供了重要的启示。"四维三位一体"教师专业发展能力模型构建了以学科专业型教师、双向监控型教师和自主领导型教师为能力要素组合的三位结构,可以实现教师专业发展系统中各能力结构的功能,促进教师的一体化发展。The development of teachers＇ professional capacity must be in accordance with the social development and meet the coordinated development of teachers and students centering on the characteristics of teachers＇ own sustainable development. The development of teachers＇ professional capacity includes teachers＇ professional basis capacity, teachers＇ professional infrastructure development capacity, teachers＇ professional coordination capacity and teachers＇ professional sustainable development. Guilford＇s model of three dimensional structure, model of enterprise CEO＇s ability quality and ITGOV＇ s trinity model of informationalized performance evaluation provide important reference for the construction of the model of teachers＇ professional development ability. The four dimensional trinity model of teachers＇ professional develop- ment ability has constructed the three dimensional structure combining the ability elements of disciplinary teachers, two-way monitoring teachers and independent leadership-type teachers, which can realize the function of all ability struc- tures in the teachers＇ professional development system and promote teachers＇ integrative development.

关 键 词：教师专业发展能力 基础发展 协调发展 持续发展 

分 类 号：G451.2[文化科学—教育学]