教师发展:“四有”好教师团队实践视域下的反思  

Teacher Development: Reflection on the “Good Teacher with Four Haves”Team from the Perspective of Practice

作　　者：韩益凤 HAN Yifeng(School of Humanities,Southeast University,Nanjing,Jiangsu,210014,China;Jiangsu Teacher Training Center,Jiangsu Second Normal University,Nanjing,Jiangsu,210013,China)

机构地区：[1]东南大学人文学院,江苏南京210014 [2]江苏第二师范学院江苏省师干训中心,江苏南京210013

出　　处：《江苏第二师范学院学报》2023年第2期35-40,74,124,共8页Journal of Jiangsu Second Normal University

基　　金：教育部人文社会科学研究一般项目“‘前后融通’:教师教育一体化研究”(项目编号:21YJA880016)。

摘　　要：教师发展受制于教师发展观,关乎课程改革,影响教育质量。江苏为解决传统教师培训中理论到实践的转化指导不足、教师训后追踪和持续引导不力、教师同伴资源开发不畅等教师发展问题,在全省掀起“四有”好教师团队项目建设。项目实施三年来,在行动改进方面颇有成效,在省域层面探索出教师发展路径多样化、教师发展主体校本化、教师发展评估多元化等实践经验。综合团队建设实践中的典型问题和现实困境,“四有”好教师团队项目需要进一步强化教师发展目标,激发教师发展活力,引领教师行动改进。Confined by the outlook on teacher development,teacher development relates to curriculum reform and influences quality of education.In order to solve problems in teacher development,such as inadequate guidance on conversion from theory into practice in traditional teacher training,ineffective post-training follow up and continuous guidance,and poor development of teacher peer resources,the“Good Teacher with Four Haves”team project was launched in Jiangsu Province.Over the past three years ever since its implementation,it has achieved several results in the action improvement and some practical experiences have been explored at the provincial level,like diverse paths for teacher development,school-based teacher development and diversified assessment of teacher development.In order to solve the typical problems and realistic difficulties in team building practice,the“Good Teacher with Four Haves”team project needs to further reinforce the goals of teacher development,stimulate the teachers’development vitality and guide them to improve their actions.

关 键 词：教师发展 “四有”好教师团队 培训模式 

分 类 号：G451.2[文化科学—教育学]