国内外教师专业素质结构研究综述  

Research Review of Teacher Professional Quality Structure in China and Abroad

作　　者：刘健智 曾红凤 LIU Jian-zhi;ZENG Hong-feng(School of Physical and Electronic Science,Hunan Normal University,Changsha 410081,China;Archives,Hunan Normal University,Changsha 410081,China)

机构地区：[1]湖南师范大学物理与电子科学学院,湖南长沙410081 [2]湖南师范大学档案馆,湖南长沙410081

出　　处：《贵州师范大学学报（社会科学版）》2018年第4期76-84,共9页Journal of Guizhou Normal University(Social Sciences)

基　　金：湖南省哲学社会科学基金项目"基于教育科研的中学教师专业化成长的评估机制研究"(11YBB268)的阶段性成果

摘　　要：在对教师专业素质相关文献进行整理和概括的基础上,结合因素分析方法,可以归纳出教师专业素质的基本结构由专业知识、专业能力和专业情感组成。其中教师专业知识包括本体性知识、条件性知识和实践性知识,教师专业能力涉及教学认知能力、教学操作能力、教学监控能力和教育科研能力,教师专业情感则由专业理想、人格特征、专业自我三个要素构成。教师专业素质结构各要素之间相互联系、相互影响。教师专业素质结构的确定,有利于教师专业成长和教师评价指标体系的建构。Based on the related literature of teacher professional quality and the results of factor analysis,it is found that the basic structure of teacher professional quality is composed of professional knowledge,professional ability,and professional emotion. Teacher professional knowledge includes ontology knowledge,conditional knowledge,and practical knowledge;their professional ability involves teaching cognitive ability,teaching skills,teaching monitoring ability,and the education scientific research ability; meanwhile,professional emotion consists of three elements： professional ideal,personality characteristics,and professional self. These three aspects of the structure are interrelated and influence each other. Therefore,the determination of teacher professional quality structure is conducive to the professional growth of teachers,and the construction of teacher evaluation system.

关 键 词：教师专业成长 教师专业素质 教师专业知识 教师专业能力 教师专业情感 

分 类 号：G451.1[文化科学—教育学]