教师专业发展的路径分析与支持策略——基于教师学习的研究  

Teachers'Professional Development:Paths and Support

作　　者：程天宇[1] 朱季康[1] 

机构地区：[1]扬州大学社会发展学院,江苏扬州225002

出　　处：《扬州大学学报（高教研究版）》2014年第1期22-25,共4页Journal of Yangzhou University（Higher Education Study Edition）

摘　　要：教师质量是教育发展的生命线,教师学习则是提高教师质量的基本途径,开展教师学习研究对教师的专业发展具有重要意义。教师学习研究不仅要注重如何激发教师自身学习的积极性和主动性,更要高度关注和重视教师自身的专业发展问题。对教师学习的目的、内容和方法进行研究,必须立足教学反思性实践,关注教师情感需要的诉求与表达,重视对教师人格情感的关怀,通过提高教师的"情"与"行"来应对现实中出现的教师质量问题和突破教师专业发展的瓶颈,使教师成为终身学习的典范,促进教师的成长成才。Teacher quality is the lifeline of basic education and continued learning is the basic way to teacher quality improvement. Therefore, it is of great importance to study teachers＇ continued learn- ing for their professional development. Importance should be attached to teachers＇ autonomous learn- ing. Exploration on the goal, content and methods of the learning must be based on teachers＇ reflec- tive practice and concerns should be given to teachers＇ emotional needs. The improvement of teachers ＂emotion＂ and ＂action＂ can result in developing teacher quality and breaking through the bottleneck of teachers＇ professional development so as to make teachers the model of lifelong learning.

关 键 词：教师学习 专业发展 反思性实践 

分 类 号：G650[文化科学—教育学]