师徒制:小学新手教师专业发展的一种有效模式  

Mentoring Programs: An Effective Model of Professional Development for Novice Teachers in Primary Schools

作　　者：苗光宇[1,2] MIAO Guang-yu(Harbin University,Harbin 150086,Heilongjiang;Capital Normal University,Beijing 100048)

机构地区：[1]哈尔滨学院教师教育学院,黑龙江哈尔滨150086 [2]首都师范大学,北京100048

出　　处：《当代教研论丛》2022年第8期110-112,共3页contemporary Teaching and Research

基　　金：黑龙江省哲学社会科学研究规划项目:核心素养视阈下的教师教育模式研究(20EDC195)。

摘　　要：“师徒制”作为小学新手教师专业发展的一种主要模式,具有自身独特的特点与价值,是小学教师成长历程中必不可少的学习方式。师徒制能够提升小学新手教师“个人内在理论”、联结教育教学理论与实践,将缄默知识与经验性学习成为“反思性经验学习”。“师徒制”模式的运用需要在“脚手架”功能发挥、教师共同体的促进作用受限等方面,从转变“身份认同”作为理念导向、运用“课例研究”建构学习共同体等发挥“师徒制”的有效性,促进小学新手教师专业发展进程。Mentoring Programs, as a main mode of professional development for primary school novice teachers, has its own unique characteristics and values, and is an indispensable learning method in the growth of primary school teachers. The mentoring system can promote the “personal internal theory” of novice primary school teachers, connect the theory and practice of education and teaching, and turn tacit knowledge and empirical learning into “reflective experiential learning”. The application of “mentoring” mode needs to exert the effectiveness of “mentoring” in terms of the “scaffolding” function and the limited role of teachers’ community, and promote the professional development process of novice primary school teachers by changing “identity” as the concept orientation and using “case study” to construct learning community.

关 键 词：师徒制 小学新手教师 专业发展模式 

分 类 号：G625.1[文化科学—教育学]