论创造型教师的专业成长  

The Specialties Development of Creativity-Oriented Teacher

作　　者：田友谊[1] 

机构地区：[1]华中师范大学教育学院,湖北省人文社会科学重点研究基地,湖北省基础教育研究中心,武汉430079

出　　处：《教师教育论坛》2013年第7期28-31,共4页Teacher Education Forum

基　　金：湖北省教育科学"十一五"规划2010年度重点课题"师范生免费教育政策下创新人才培养模式的探索与实践"(课题编号:2010A022);华中师范大学湖北省基础教育研究中心"启航"项目"创造性人才培养模式的探索与实践"(项目编号:11QH009)

摘　　要：创造型教师的专业成长需要在教师的整个成长过程中为其提供有利的环境氛围,借助于教师个体、教师教育以及外部环境的支持三者之间的协同互动才能实现。从教师个体来看,就是要促进教师主体精神的充分发挥,增强教师主体的创造性;从教师教育的角度来说,就是要改革教师教育,构建职前培养与职后培训一体化的教师教育创新体系;而外部环境的支持是创造型教师专业成长必不可少的条件保障。The professional development of creativity-oriented teacher needs to provide the ad- vantageous environment atmosphere in teacher＇s entire development process for it, with the aid in teacher individual, teacher education as well as the support of the external environment between co- ordination interactions can be realized. From the teacher individual, the subjective spirit Of the teacher must be fully displayed and enhance his creativity. From the perspective of teacher educa- tion, it needs to construct the innovation system of the integration between pre-training and post- training. The support of the external environment is the essential condition for the professional de- velopment.

关 键 词：创造型教师 专业成长 教师教育 

分 类 号：G451.1[文化科学—教育学]