诺尔斯成人学习理论及对我国中小学教师培训的启示  

Malcolm S. Knowles' Adult Learning Theory and Its Implications on Secondary and Primary School Teacher Training

作　　者：程明喜[1] 

机构地区：[1]吉林省教育学院,长春130021

出　　处：《成人教育》2017年第12期75-78,共4页Adult Education

基　　金：吉林省基础教育教研重点课题"改革开放以来我国中小学教师培训课程价值取向的研究";项目编号为JLSJY2017Z036

摘　　要：当前我国中小学教师培训在课程价值取向、课程内容选择、培训方式确定等方面存在不足,其中,教师培训机构与个人忽视中小学教师培训相关理论的学习,对培训对象的学习特点、培训课程设计与实施的相关理论与技术认识不清是主因之一。美国成人教育家诺尔斯关于成人学习的理论框架,对改进培训课程设计与实施及全面提高中小学教师培训质量具有重要的指导意义。There are some defects with curriculum orientations, selection of curriculum contents and training methods in present secondary and primary school teacher training in China. The main reason is the lack of knowledge of teacher training theories on the trainers＇ part, which may lead to their ignorance of the trainees＇ learning characteristics and lack of curriculum design and implementation of knowledge and technology. An Introduction to American adult-learning expert Malcolm S. Knowles＇ Adult Learning Framework will give insights into the improvement of curriculum design and implementation and help to promote the quality of secondary and primary school teacher training.

关 键 词：诺尔斯 成人学习理论 中小学教师培训 

分 类 号：G451.6[文化科学—教育学]