实践取向下教师教育者的示范角色探究  

On the Teacher Educator's Modeling Role from the Practice-oriented Perspective

作　　者：张飞[1] 刘秀芳[1] 

机构地区：[1]长春师范大学外国语学院,吉林长春130032

出　　处：《中国劳动关系学院学报》2014年第2期122-124,F0003,共4页Journal of China University of Labor Relations

基　　金：2013年吉林省教育科学"十二五"规划课题"实践取向下职前英语教师培养研究"的研究成果之一。(项目编号:GH13293)

摘　　要：在教师培养的实践取向下,教师教育者的示范角色尤为重要。教师教育者的示范作用能帮助准教师形成实践性知识。教师教育者要在具体的教学情景中做出表率,把个性化的、感性的、缄默性的实践性知识在教学实践中显现出来,帮助准教师们把所学习的理论知识与教学实践紧密联系起来。教师教育者要转变角色发挥示范作用,需要改进教师教育的教学方式和教学内容,教师教育者要掌握"教"的专业性知识,并通过"示范"让准教师学会这方面的知识,以此提高教师教育质量,培养出适应教育发展的合格的教学人才。The modeling role of a teacher educator is becoming increasingly important in practice - oriented teacher education. This modeling role enables the quasi - teachers to develop their practical knowledge. Teacher educators make the personalized, intuition- al and implicit practical knowledge explicit and available in the particular teaching settings, helping the quasi - teachers bridge the gap between their theories and practice. To play.their modeling role effectively and efficiently, teacher educators must improve their teaching methods and contents, have a full mastery of expertise in teaching, and finally enable the students to acquire it through modeling. In this way, the quality of teacher education can be improved and the qualified teachers fit for the education development can be successfully trained.

关 键 词：实践取向 教师教育者 示范角色 

分 类 号：G807[文化科学—体育训练]