基于教师发展阶段论的在职教师教育课程设置  

In- service Teacher Education Curriculum Based on the Theory of Teacher Development Stage

作　　者：夏霄天 李晓波[1] 

机构地区：[1]江苏大学教师教育学院

出　　处：《当代教育论坛》2014年第5期58-64,共7页forum on contemporary education

基　　金：江苏省教育科学"十二五"规划项目"省属综合性大学教师发展现状及对策研究"(D/2013/01/010);江苏大学教改项目"教师专业发展研究"(1203000547)的阶段性成果

摘　　要：在职教师教育是我国教师教育的重要环节,构建科学、合理的在职教师教育课程体系,关键是以教师为中心。教师发展阶段论正是着眼于教师,研究教师处于不同阶段呈现出不同特点和需求的理论。文章基于教师发展阶段论,将在职教师教育课程分为5个阶段,根据不同阶段教师发展的特点和需求,按照主体性原则、整体性原则、阶段性原则、发展性原则、灵活性原则,对具体课程设置进行了初步探讨,以期为在职教师教育提高效用,开拓新思路。In-service teacher education is an important link in teachers education in our country. The key to build scientific and reasonable in-service teacher education curriculum system is to get the teacher as the center. Teacher development stage theory is focusing on teachers. It researches teachers＇ different characteristics and demands in different stages. Based on the theory of teacher development stage, in-service teacher education curriculum can be divided into 5 stages. According to the differences, the author puts forward 5 principles： subjectivity, integrity, stage, expansibility, flexibility. Then discussed the specific curriculum has carried on the preliminary discussion, in order to in-service teacher education to improve the utility, explore new train of thought.

关 键 词：教师发展阶段 在职教师教育 课程设置 

分 类 号：G652.3[文化科学—教育学]