论中小学专家型教师的基本特征与培养  

On Basic Qualities and Training of Primary and Secondary Expert-oriented Teachers

作　　者：肖映雪[1] 

机构地区：[1]涪陵教育学院教育心理研究所,重庆涪陵408000

出　　处：《西南师范大学学报（人文社会科学版）》2001年第3期55-58,共4页Journal of Southwest China Normal University(Philosophy & Social Sciences Edition)

摘　　要：培养一支中小学专家型教师队伍是实施素质教育的客观要求。中小学专家型教师应具备丰富而高度组织化的知识并能有效运用、有很强的教学监控能力、教学反思能力、合理归因能力、很强的洞察力和创造性解决问题的能力、有较强的教育科研能力等特征。中小学专家型教师可通过观摩、理论学习。There is an increasing need for building up a team of primary and secondary expert\|oriented teachers in order to carry out quality education. Based on empirical and theoretical studies both at home and abroad, expert-oriented teachers should have a variety of procedural knowledge, which can be employed in an effective way. They are also expected to have the abilities to monitor, criticize, attribute, see into the true nature, create, solve problems and do researches. Expert\|oriented teachers can be fostered through observation studies, theoretical studies and the improvement of teaching ability.

关 键 词：素质教育 专家型教师 中小学教师 师资培养 名师工程 教学监控能力 

分 类 号：G635.1[文化科学—教育学] G625.1