论教师专业情意的生成  

On the Generation of Teacher’s Professional Affection

作　　者：李文兵[1] LI Wen-bing(School of Teacher Education,Huzhou University,Huzhou 313000,Zhejiang,China)

机构地区：[1]湖州师范学院教师教育学院,浙江湖州313000

出　　处：《韶关学院学报》2023年第2期62-67,共6页Journal of Shaoguan University

基　　金：浙江省教育科学规划课题“教师专业标准语境下师范生教师专业素养的培养与生成”(2019SCG309)。

摘　　要：教师的专业情意是“生成”的,其生成机制与教师专业知识的“养成”和专业能力的“练成”机制大相径庭:教师专业知识的“养成”和专业能力的“炼成”依靠培养学习来形成,而专业情意的“生成”则依靠自我修养来达成。教师专业情意的生成需要有一系列的内生措施和外培措施。Teacher’s professional affection are“generated”,the generation mechanism is quite different from the fostered mechanism of teachers’professional knowledge and professional ability.The“cultivation”of teachers’professional knowledge and“refining”of their professional ability are formed by cultivation and learning,while the“generation”of their professional affection is achieved by self-cultivation.The generating mechanism of teachers’professional affection needs a series of endogenous and external measures.

关 键 词：教师专业情意 生成机制 内生措施 外培措施 

分 类 号：G650[文化科学—教育学]