| 教师核心素养内涵与框架的比较研究 |
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| 引用本文： | 张光陆.教师核心素养内涵与框架的比较研究[J].宁波大学学报(教育科学版),2018,0(5):101-106. |
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| 作者姓名： | 张光陆 |
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| 作者单位： | (宁波大学 教师教育学院, 浙江 宁波 315211) |
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| 摘 要： | 学生核心素养的发展需要转变传统的教师知识结构，需要构建可引领学生的深度学习与合作学习的新教师素养。欧盟、美国以及新加坡等国际组织和国家的教师核心素养内涵和框架的比较研究可为我国教师的专业发展提供有益启示。促进学生核心素养发展的教师核心素养是知识、技能与价值的复杂融合，其核心是教师需要成为反思性实践者,其构建是一个终身学习的过程。
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| 关 键 词： | - |
A Comparative Study of Implications and Frames of Teachers Competencies |
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| ZHANG Guang-lu.A Comparative Study of Implications and Frames of Teachers Competencies[J].Journal of Ningbo University(Educational Science Edition),2018,0(5):101-106. |
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| Authors: | ZHANG Guang-lu |
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| Institution: | (College of Teachers Education, Ningbo University, Ningbo 315211, China) |
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| Abstract: | The development of students’ core competencies requires the change of teachers’ traditional knowledge structure and the construction of teachers’ new competencies conducive to students’ deep and cooperative learning. The EU, the US and Singapore have done abundant research on the implications and frames of teachers’ core competencies, which provides good suggestions for teachers’ professional development in China. This study believes that teachers’ core competencies to foster students’ competencies lie in the complicated integration of knowledge, skill and value, the center of which is developing teachers into reflective practitioners and life-long learners |
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| Keywords: | students key competencies teachers core competencies reflective practitioner life-long learning |
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