有效教师培训的五大原则——基于教师“反思性实践家”专业属性的思考  

Five Principles of Effective Teacher's Training:Based on the Idea That Teachers Are Reflective Practitioner

作　　者：赵永勤[1] 

机构地区：[1]西华师范大学教师教育学院,四川南充637009

出　　处：《当代教师教育》2014年第2期85-89,共5页Contemporary Teacher Education

基　　金：四川省哲学社会科学重点研究基地--四川省教育发展研究中心立项(CJF011017)

摘　　要：教师培训是中小学教师专业发展的重要外部支持。中小学教师专业发展表现出"实践性"与"反思性"特征,基于教师"反思性实践家"的专业属性,有效教师培训应坚持示范性、情境性、实践性、反思性等原则,提高培训活动质量,促进教师专业发展。Teachers＇ training is an important external support for teachers＇ professional development. The professional development of primary and secondary school teachers are ＂practical＂ and ＂reflective＂. Based on professional attributes of teachers as ＂reflective practitioner＂, in order to improve the training quality and promote teacher professional development, effective teacher training should adhere to the demonstration, situational, practice, reflection principle.

关 键 词：有效 教师培训 实践性 反思性 

分 类 号：G451[文化科学—教育学]