摭探研究型教师核心特质——基于Y教师成长史的个案研究  

Core characteristics of research-oriented teachers:A case study of teacher Y’s growth history

作　　者：毛欢 杨晔颖[2] Mao Huan;Yang Yeying(Teacher Development Center of Shanghai University of Traditional Chinese Medicine,Shanghai 201203;Longhua Hospital Affiliated to Shanghai University of Traditional Chinese Medicine,Shanghai 201203)

机构地区：[1]上海中医药大学教师发展中心,上海201203 [2]上海中医药大学附属龙华医院,上海201203

出　　处：《中医教育》2021年第1期39-42,共4页Education of Chinese Medicine

摘　　要：教师的双重身份对教学和研究具有重要意义。首先界定了研究型教师的概念,然后探讨了成为研究型教师的必要条件。采用叙事访谈的方法,分析了一位研究型教师的个人成长历程,并确定了其核心价值观,包括专业信念、教学与教育理念、教师的发展观、实践反思观和积极变革观。希望从中归纳出研究型教师的核心特征。The dual identity of teacher is significant to teaching and research.We identified the concept of research-oriented teachers,and then explored the essential qualifications to become a research-oriented teacher.We analyzed the personal growth history of a young research-oriented teacher by using narrative interview,and also identified the core values,including the professional conviction,teaching and education philosophy,views on teacher’s development,views on practical reflection and positive views towards changes.It is hoped to inductively extract the core characteristics of research-oriented teachers.

关 键 词：研究型教师 叙事研究 成长史 

分 类 号：G645[文化科学—高等教育学]