教师学习研究现状与发展趋势  

A Study on Present Situation and Development Trend of Teacher Learning

作　　者：许占权[1] 

机构地区：[1]湛江师范学院教育科学学院,广东湛江524048

出　　处：《东北师大学报（哲学社会科学版）》2013年第5期201-204,共4页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：广东省哲学社会科学"十一五"规划2010年度项目(GD10CJY01)

摘　　要：终身学习、教师专业发展是教师学习的逻辑起点,学习化社会、学习型组织等理念及课程改革推动了对教师学习的研究。在美国等西方国家,教师学习研究已经成为一个很有活力的研究领域。在国内,教师学习研究的内容主要涉及教师学习的性质和内容、学习方法和策略、学习模式、学习现状及影响因素等。教师学习研究的维度与框架尚未建立,教师学习的理论基础、教师学习发生和作用的机制、教师学习的激励与评价机制等课题仍需深入研究。Lifelong learning ＆ teachers＇ professional development are the logical start of teachers＇ learning, and the ideas of learninized society ＆ learning organization and curriculum reform all help promote on teachers＇ learning research. In the United States and other western countries, teachers＇ learning has become a very active research field. The learning framework and dimensions of domestic research on teacher learning have not been clearly established. The nature, content, method,strategy,modes,present situation of learning and influencing factors of teachers＇ learning are the main research topics currently. The theory foundation of teacher learning, the origin and function mechanism of teacher learning, the incentive and evaluation mechanism of teachers＇ learning need to be further researched.

关 键 词：教师学习 逻辑起点 研究现状 发展趋势 

分 类 号：G650[文化科学—教育学]