研究型教师的角色定位与成长路径  

The Role Orientation and Development Path of Research-oriented Teachers

作　　者：胡田庚[1] 罗燕[1] 

机构地区：[1]华中师范大学马克思主义学院,武汉430079

出　　处：《教师教育论坛》2014年第3期17-20,共4页Teacher Education Forum

摘　　要：教师成为研究者,实现从"经验型"向"研究型"转变,是基础教育改革的现实需要,也是教师专业发展的一个基本趋势。教学与研究结合,是研究型教师的典型特征。要成长为研究型教师,必须提升课题研究的意识和能力,积极投身课题研究的实践,在研究中改进教学,在研究中自我发展。Teachers turn to be researchers,and realize their change from ＂experience-oriented＂ to ＂research-oriented＂.It is not only the current demand for reformation in basic education but also the fundamental trend for teachers＇ own professional development.And the combination of teaching and research is seen to be the typical traits of research-oriented teachers.Therefore,to grow up to be researchers,teachers must raise their research consciousness and develop the corresponding ability,take an active part in the practice of subject study,improve teaching methods and cultivate self-development in research.

关 键 词：研究型教师 经验型教师 教师角色定位 课题研究 

分 类 号：G645.1[文化科学—高等教育学]