【摘要】：成為理解型教師是新課程對教師的必然要求,也是教師專業(yè)發(fā)展的最終訴求。理解型教師的專業(yè)發(fā)展有著豐富的內(nèi)容:在專業(yè)思想上,要求教師樹立理解即人的存在方式、教學過程即理解過程的理念;在專業(yè)知識上,要更關注教師的實踐性知識;在專業(yè)能力上,要發(fā)展教師的理解能力、溝通能力和反思能力。在理解型教師專業(yè)發(fā)展的四個階段,教師要善于反思,樹立終身學習的理念,開展行動研究,最終成為理解型教師。
[Abstract]:Becoming an understanding teacher is not only the inevitable requirement of the new curriculum, but also the ultimate demand of the teacher's professional development. The professional development of understanding teachers has rich contents: in professional thought, teachers are required to set up the concept that understanding is the existence of human beings, and the teaching process is the understanding process, and the practical knowledge of teachers should be paid more attention to in the aspect of professional knowledge. In the professional ability, should develop the teacher's understanding ability, the communication ability and the reflection ability. In the four stages of the professional development of understanding teachers, teachers should be good at reflection, set up the concept of lifelong learning, carry out action research, and finally become understanding teachers.
【作者單位】： 西南大學教育科學研究所;西南大學研究生部;
【基金】：重慶市教委人文社科課題《教師合作式專業(yè)發(fā)展的研究與實踐》(課題批準號:10SKF03)的研究成果之一
【分類號】：G451.1
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本文編號：2410778