教师专业发展心理学反思  

A Psychological Reflection on Teachers' Education

作　　者：林海亮[1,2] 陈理宣[1] 

机构地区：[1]内江师范学院教育科学学院,四川内江641100 [2]加拿大温莎大学教育学院

出　　处：《内江师范学院学报》2015年第5期124-127,共4页Journal of Neijiang Normal University

基　　金：四川省哲学社会科学重点研究基地--四川省教师教育研究中心立项课题(TER2013-010)

摘　　要：当前教师教育中存在一些与教师教育专业发展心理规律不符的现象,阻碍了师范生和在职教师的专业发展。教育实习的随意性、在职培训脱离教育实践,违反了教师专业思想发展的心理规律;课程内容缺乏心理学逻辑意义,阻碍了学习者有意义学习,违反了教师专业知识学习的心理规律;教师技能认知缺陷、教师技能训练与技能认知脱离等,违反了教师专业技能发展的心理规律;无意义学习的体验、教师教育者对教育的负面认识和行为,阻碍了教师专业情感发展。In present teachers＇ education, there exist some phenomena that are not in accordance with the psychological rules of teachers＇ education major. This has prevented the major＇s development of both teachers in service and normal univer- sity students. The arbitrary educational practice and the disjointed training from such practice have violated the rules mentioned above. In addition, the curriculum^s lack of psychological logic meaning has hindered the learners＇ meaningful study, hence become the violation of psychological rules teachers＇ major study. The weakness in teachers＇ skill cognition and the separation of teachers＇ skill training from such cognition are against the psychological rules of development of teachers＇ specialty. Fur- ther, the experience of meaningless learning and the negative cognition and behaviors have become barriers of teachers＇ profes- sional emotions.

关 键 词：教师教育 教师发展 认知心理学 

分 类 号：G645[文化科学—高等教育学]