文化生态取向的教师专业发展理念  

The Cultural Ecological Approach of Teacher Professional Development

作　　者：王晓芳[1] WANG Xiaofang(School of Educational Sciences,Henan University,Kai Feng 475004,China)

机构地区：[1]河南大学教育科学学院

出　　处：《教师教育学报》2019年第5期37-45,共9页Journal of Teacher Education

摘　　要：对教师专业发展取向的探讨,一直以来都是教师研究中的热点议题。各种教师专业发展取向所表现出来的弊端日益凸显,尤其是生态取向教师专业发展有逐步“偏离文化”的趋势,因此对文化生态取向教师专业发展的探究显得尤为重要。文化生态取向的教师专业发展认为,教师知识来源于教师所处的“教育生态”背景,教师专业身份的获得依附于其所处的“教育文化生态”,教师专业发展处在特定的文化生态中,是整体性发展与文化双向互动的动态生成过程。For a long time, the discussion of the three approaches to teachers professional development is a persistent hot topic. The disadvantage of each approach is also increasingly prominent. Especially, the ecological approach to teacher professional development has gradually moved toward the trend of "deviating culture". It is of special importance to explore the professional development of teachers in the cultural ecological approach. The approach believes that its knowledge comes from the background of "educational ecology" in which the teacher is located. The professional identity of the teacher is attached to the "educational culture ecology" or background in which the teacher is located. The professional development of the teacher is based on the specific cultural ecology. It is a dynamic process of holistic development and two-way interaction with culture.

关 键 词：文化生态取向 教师专业发展 知识观 教师观 教师发展观 

分 类 号：G650[文化科学—教育学]