教师专业发展取向的“花盆效应”及改革路向  

The“Flowerpots Effect”of Teacher Professional Development Orientation and Reform Direction

作　　者：李路路 LI Lulu(Faculty of Education,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《宁波教育学院学报》2021年第1期71-74,共4页Journal of Ningbo Institute of Education

摘　　要：教师专业发展取向的“花盆效应”指理智、反思及生态取向下教师专业发展中外部成长空间与自身发展的局限性等问题,这会导致教师个体生态、群体生态以及生态系统的失衡。由此提出:在教师专业成长的起始阶段,应坚持理智取向下教学理论与教育实践的协同;在专业发展的成长阶段,应坚持实践取向下教学反思与教师协作共同引领;在专业成长的成熟阶段,应由生态平衡与专业创新共同守护。The“flowerpots effect”of teacher professional development orientation refers to the problems of external growth space and the development of self-development in the professional development of teachers under the rationality,reflection and ecological orientation,which leads to the imbalance of teacher’s individual ecology,group ecology and professional development ecosystem.Therefore,in the initial stage of teacher professional growth,we should adhere to the synergy between teaching theory and educational practice under the rational orientation;in the growth stage,we should adhere to the practice orientation and reflect with the teacher collaboration;in the mature stage,we should protect ecological balance and professional innovation.

关 键 词：花盆效应 教师专业发展 生态系统 

分 类 号：G451.2[文化科学—教育学]