教师专业发展分层分类培训课程设计研究  

The Research on Curriculum Design of Hierarchical and Classified Training for Teachers’Professional Development

作　　者：柳国梁[1] 刘清昆 Liu Guoliang;Liu Qingkun

机构地区：[1]宁波教育学院,浙江宁波315016

出　　处：《高等继续教育学报》2021年第2期55-59,共5页Journal of Continuing Higher Education

基　　金：浙江省教育科学规划2019年度重点课题“学分制背景下教师专业发展分层培训课程设计研究”(2019SB057).

摘　　要：无论是从教师自我的专业发展视域来看还是从区域政策要求来看,对中小学教师培训课程进行分层分类设计都是必然趋势,然而当下的实施过程却陷入课程设置缺乏引领性的系统规划、课程实施缺失内生性的实践理性范式、课程设计缺少进阶性有机衔接、教师培训缺少多维度深化研究等困境。为了推动教师专业发展培训的改进与深化,需要在研究与实践的基础上对教师培训课程的分层分类设计内涵进行进一步分析,针对性地在培训课程设计与开发上形成“议—立—行—思”的操作范式,在培训课程设计维度上实施分阶段、进阶性课程模块与内容的开发策略。Whether it is from the perspective of teachers’professional development or from the perspective of regional policy requirements,it is an inevitable trend to hierarchically design the training courses for teachers in primary and secondary schools.However,the current implementation process is caught in the dilemma of lack of leading systematic planning in curriculum setting,lack of endogenous practical rational paradigm in curriculum implementation,lack of advanced organic connection in curriculum design,and lack of multi-dimensional deep research in teacher training.In order to promote the improvement and deepening of teacher professional development training,it is necessary to further analyze the connotation of the hierarchical and classified design of teacher training courses on the basis of research and practice,and form a“discussing-setting-practicing-thinking”paradigm in the design and development of training courses,and the development strategy of phased and advanced course modules and content is implemented in the dimension of training course design.

关 键 词：分层分类培训 教师专业发展 课程设计 

分 类 号：G451[文化科学—教育学]