建构主义学习理论下新时代高校教师专业发展的策略  

On Strategies of Professional Development for College Teachers Based on Constructivism Learning Theory

作　　者：徐晗[1] 张艳菲[1] Xu Han;Zhang YanFei(Dalian University of Finance and Economics,Dalian 116622,China)

机构地区：[1]大连财经学院,辽宁大连116622

出　　处：《黑河学院学报》2021年第7期68-70,共3页Journal of Heihe University

基　　金：辽宁省科学研究经费项目“‘双一流’建设下辽宁高校教师专业发展路径研究”(W2019161);2018年度辽宁省社会科学规划基金项目(高校思政专项)青年项目“高校推进‘四个回归’背景下思想阵地内涵式建设研究”(L18CSZ013)。

摘　　要：教师专业发展是教师自身不断反思、提升的学习过程,教师专业发展直接影响着教师的教学水平与能力。建构主义学习理论是继行为主义、认知主义的一种新型的学习理论,强调学习主体的自主性与建构性,学习内容的社会交往性及学习组织结构的目的性与效能性。建构主义学习理论有助于促进教师专业发展实践活动的耦合发展与生态螺旋上升。Teacher professional development is a learning process of continuous refl ection and improvement,and will aff ect teachers’teaching level and ability.Constructivist learning theory,a new type of learning theory following behaviorism and cognitivism,advocates the autonomy and constructivist of the learning subject,the social interaction of learning contents,and the purpose and effi ciency of learning organization structure.Constructivism learning theory helps to promote the coupled development and ecological spiral rise of teachers’professional development through practice activities.

关 键 词：建构主义 学习理论 情境认知 教师专业发展 

分 类 号：G645[文化科学—高等教育学]