我国教师专业发展学校:现状·问题·对策  

China Teachers' Professional Development School:The Present Situation,Problems and Countermeasures

作　　者：陈上仁[1] 

机构地区：[1]赣南师范学院教育经济研究中心,江西赣州341000

出　　处：《赣南师范学院学报》2015年第2期98-101,共4页Journal of Gannan Teachers' College(Social Science(2))

基　　金：2011年度教育部人文社会科学研究一般项目(11YJA880010)

摘　　要：21世纪初,我国大学与中小学效仿美国大学与中小学伙伴合作模式,在实践中建构教师专业发展学校,但这些年的本土实践没有取得理论预期的效果。从美国教师专业发展学校理论以及我国60多年教师发展成就,审视我国教师专业发展学校现状、探究问题根源、寻找本土对策,希冀重构我国教师专业发展学校本土化建设道路。By the early 21st Century, China followed the mode of American colleges cooperating with primary and secondary schools and established Teachers＇Professional Development School （TPDS） in practice. However, it didnt achieve the expected effect during these years in China. Through the perspective of American theory of TPDS and more than 60 years＇teacher development achieve- ment in China, we will explore in depth the present situation, the roots and local countermeasures of problems of Chinese TPDS, and redesign the route of localization construction of TPDS in China.

关 键 词：教师专业发展学校 教师教育模式 教师专业化 

分 类 号：G451.2[文化科学—教育学]