教师专业发展的特点与生态化培养模式构建研究  

On the Characteristics of Teachers’ Professional Development and the Construction of Ecological Cultivation Mode

作　　者：白芳[1] Bai Fang(Jinan Licheng No.2 High School,Jinan 250109,China)

机构地区：[1]济南市历城第二中学,山东济南250109

出　　处：《齐鲁师范学院学报》2021年第6期86-92,共7页Journal of Qilu Normal University

摘　　要：从生态化培养模式的角度探讨教师专业化发展问题是当下教师培训的一个重要方向。本文基于休伯曼职业生涯阶段理论分析了教师专业发展的特点,并深入剖析了教师专业发展的影响因素。在此基础上提出了教师专业发展的有效途径,即采用生态化培养模式,构建由“一种培训”“两个引领”“三大工程”“四个平台”“五类评比”构成的“12345教师可持续成长培养体系”,从实践层面对教师专业化发展进行有益探索。It is an important aspect of teachers’cultivation to discuss the problem of teachers’professional development from the perspective of ecological cultivation mode.Based on Huberman’s career stage theory,this paper analyzes the general characteristics as well as the influencing factors of teachers’professional development.On this basis,it further puts forward an effective way of teachers’professional development,namely"12345 teachers’sustainable growth cultivation system".That is to say,by adopting the ecological cultivation mode,this paper builds a teachers’sustainable growth cultivation system which includes"one training","two leads","three projects","four platforms"as well as"five kinds of appraisal".On the practical level,it carries on a beneficial exploration of teachers’professional development.

关 键 词：教师专业化发展 特点 影响因素 生态化 

分 类 号：G451.2[文化科学—教育学]