教师学习和学习方法研究进展与课题

被引：10

作者：

徐晓东 ^{[1
]}

宁艳 ^{[2
]}

李散散 ^{[1
]}

卢丹 ^{[1
]}

机构：

[1] 华南师范大学教育信息技术学院认知与技术实验室

[2] 广东农工商职业技术学院

来源：

远程教育杂志 | 2011年 / 29卷 / 05期

关键词：

教师学习; 学会教; 实践性知识; 教学视频; 叙事;

D O I：

10.15881/j.cnki.cn33-1304/g4.2011.05.008

中图分类号：

G451.1 [教师评定与任用];

学科分类号：

04 ; 0401 ;

摘要：

发端于上个世纪80年代教师知识研究,经过30年的努力,揭示了有效教师应该具备知识的构造和特征,尤其是揭示了教师实践性知识的个人性、情境性、隐性,甚至包含教师信念和价值观等特征,由此开启了"教师学习"、"学习教学"和"学会教"的教师研究新时代。这一学术思潮对教师教育与教育实践研究最重要贡献是,它阐释了教师学习的复杂性、缓慢性和不确定性,强调了基于实践的教师学习,是促进教师专业发展唯一可控制的手段等观点。该领域研究的结论,为今后的教师教育及教师专业发展,指明了一条嵌入式和情境化的接近取向。

引用

页码：22 / 33

页数：12

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