实践性学习在骨干教师培训中的应用效果研究  

Research on the Application Effect of Practical Learning in the Training of Key Teachers

作　　者：汪丽梅[1] 许淇淇 周尤[1] 严莉 Wang Li-mei;Xu Qi-qi;Zhou You;Yan li(Faculty of Teacher Education,Central China Normal University,Wuhan 430079)

机构地区：[1]华中师范大学教师教育学院,武汉430079

出　　处：《教师教育论坛》2022年第5期39-44,50,共7页Teacher Education Forum

基　　金：“2018年教育部人文社会科学研究青年基金项目”,项目编号:18YJC880082。

摘　　要：实践性学习是教师培训中突出实践品性的学习形式。教师培训的实践性学习可分为三大类:聚焦教学实践的情境学习,聚焦研究实践的研究学习和聚焦交往实践的社群学习。运用实践性学习方式培训教师,参训教师对培训学习的满意度较高。发挥实践性学习在教师培训中的效用,应在以下三个方面做出优化:系统化组织适合骨干教师的多元学习方式;加强理论嵌入式的实践性学习设计;强化基于学科问题的研究学习实践。Practical learning is an important learning form that highlights practical character in teacher training.The research divides practical learning into three categories according to the types of teachers work practice:situational learning focusing on teaching practice,research learning focusing on research practice,and community learning focusing on communication practice.The survey after the training of key teachers found that the teachers gave high evaluations to the practical learning;the practical learning had a positive and significant impact on teacher training results and practical application.in order to better the effect of practical learning,optimization should be made in the following aspects:systematic organization of multiple learning methods suitable for key teachers;Design of practical learning that embedded theory;strengthen research practice based on disciplinary problems.

关 键 词：实践性学习 骨干教师 培训学习效果 

分 类 号：G650[文化科学—教育学]