| 论教师的教育理论意识 |
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| 引用本文： | 易凌云.论教师的教育理论意识[J].教师教育研究,2007,19(4):13-17,12. |
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| 作者姓名： | 易凌云 |
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| 作者单位： | 中央教育科学研究所课程教学研究部,北京,100088 |
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| 基金项目： | 北京市人文社会科学研究计划(SM200610028013)研究成果之一 |
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| 摘 要： | 教师对教育理论应该具有一种“肯定性”的“理论自觉”与“理论能力”。教育理论作为一种“实践性理论”,对教师个人教育信念的形成、专家型教师的诞生、教育学机智的获得以及“以理论为灵魂的”教育实践的实施都具有重要作用。教师可以通过参与性的理论学习、系统化的教育学反思以及知识生产式的教育研究来提升自己的教育理论意识。
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| 关 键 词： | 教师 教育理论 理论自觉 教育学意蕴 |
| 文章编号： | 1672-5905（2007）04-0013-05 |
| 修稿时间： | 2007-03-25 |
On Teachers' Consciousness of Educational Theory |
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| YI Ling-yun.On Teachers'''' Consciousness of Educational Theory[J].Teacher Education Research,2007,19(4):13-17,12. |
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| Authors: | YI Ling-yun |
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| Institution: | Research Department of Curriculum and Pedagogy, the China National Institute for Educational Research, Beijing, 100088, China |
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| Abstract: | Teachers should have an affirmative consciousness and competence of educational theory.As a kind of practical theory,educational theory can help teachers nurture their personal education belief,and it also can make a general teacher to be an expert.Educational theory plays a great part on attaining pedagogical tact for teachers.And more important,it brings about a kind of practice permeated with educational theory which is the soul of educational practice.Teachers can promote their educational theory consciousness and ability by following ways:participant learning based on educational theory,systematic pedagogical reflection,and the production of educational knowledge by research. |
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| Keywords: | teacher educational theory consciousness of theory pedagogical signification |
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