论教师专业学习的内涵及机制  

On the Concept and Mechanism of Teacher's Professional Learning

作　　者：薄艳玲[1] 

机构地区：[1]肇庆学院教师教育学院,广东肇庆526061

出　　处：《教师教育研究》2015年第3期19-24,18,共7页Teacher Education Research

基　　金：广东省教育科学研究项目(2012JK319);(201012MS181)的阶段性成果

摘　　要：教师专业学习为教师(包括准教师)通过与学习环境中的社会、共同体、其他个体及自我关于如何教会学生学习、如何育人、如何服务的互动中,形成教师专业身份,获取专业经验的过程。本文在借鉴社会心理学的自我互动论、人类发展生态学的人与环境互动论、社会建构理论的文化互动论、情境认知理论的参与互动论的基础上,构建了基于互动的教师专业学习机制,在教师专业学习的过程中,教师个体与其所处环境的互动过程和教师个体专业学习内在获得过程以整合的形式发生在学习环境中。Based on the understanding of the concept of learning in a multi-disciplinary, this paper defines the connotation of teacher professional learning like this： it is a process that teachers （including pre-service teachers） construct their teachers＇ professional identity and obtain their professional experience through the interaction with the learning environment of the other individual, community and self-learning on how to teach students to learn, how to educate students and how to serve. No interaction will be no teacher＇ s professional learning. This paper constructs a teacher＇ s professional learning mechanism of integrating the interaction between individual teacher and the environment and inheriting a process of an individual teacher＇s professional learning based on the integration of self-interaction of social psychology, the interaction between man and environment of the ecology of human development, the cultural interaction of social construction theory and the participative interaction of situated cognitive theory.

关 键 词：教师专业学习 内涵 互动 机制 

分 类 号：G650[文化科学—教育学]