专家型教师专业素质标准研究——以中学物理教师为例  

Research on Professional Quality Standards of Expert Teachers——Taking Physics Teachers in Middle Schools for Example

作　　者：刘健智 曾红凤 贾丽芳 Liu Jianzhi;Zeng Hongfeng;Jia Lifang

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

出　　处：《教育测量与评价》2018年第8期26-33,64,共9页Educational Measurement and Evaluation

基　　金：湖南省教育科学规划课题"适合中学教师的专业成长途径研究"(课题编号:XJK015BGD046);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"(项目编号:11YBB268)的主要研究成果之一

摘　　要：专家型教师的专业素质与其他教师一样,应该由专业知识、专业能力和专业情感三个维度组成,但还应该具有特有的素质结构。对众多文献关于专家型教师的专业素质界定进行整理和提炼,归纳出专家型教师的专业知识由本体性知识、条件性知识、实践性知识和教育科研知识构成;其专业能力的构成因素是教学认知能力、教学操作能力、教学监控能力和教育科研能力;其专业情感包括人格特征和教育科研意识。在此基础上,进一步探讨了区别于一般物理教师专业素质结构的专家型物理教师的专业素质标准。The professional quality of the expert teacher,like other teachers’,should be composed of three dimensions of professional knowledge,professional ability and professional emotion,which should also have a unique quality structure.By sorting out and refining the definitions of expert teachers’professional quality in many literatures,it is concluded that the professional knowledge of expert teachers is composed of ontological knowledge,conditional knowledge,practical knowledge and educational research knowledge.And the components of professional competence are teaching cognitive ability,teaching operation ability,teaching monitoring ability and educational research ability.The professional emotions include personality traits and educational research consciousness.On this basis,the professional quality standards of expert physics teachers are further discussed,which are different fromthe professional quality structure of general ones.

关 键 词：专家型教师 专家型物理教师 专业素质标准 

分 类 号：G451[文化科学—教育学]