| 我国教师专业发展的实践探索——主体教育实验18年回顾 |
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| 引用本文： | 郭华.我国教师专业发展的实践探索——主体教育实验18年回顾[J].北京师范大学学报(社会科学版),2010(5):21-27. |
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| 作者姓名： | 郭华 |
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| 作者单位： | 北京师范大学教育学部,北京,100875 |
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| 基金项目： | 教育部新世纪优秀人才支持计划 |
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| 摘 要： | 主体教育实验历经18年,检验了实验假设,取得了诸多预期的成果,其重要成果之一,就是促进了教师的发展和提高。在主体教育实验中,不只是一个或几个教师成长起来,而是一大批教师在成长在提高。教师的发展提高既是主体教育实验的目的又是主体教育成功的重要标志,教师作为主体教育实验的主体,最大限度地开挖出了主动性和创造性。实验探索表明,教师的发展提高是在他们对现行教育教学进行改革的实践中实现的,是在自觉主动的教学实验活动中实现的,是在系统的理论学习研究中逐步地、长期地实现的。主体教育实验探索出的这样一种教师专业发展的机制,不同于传统的个别教师自然成长的机制,而是现代教师实现自觉成长的机制,是培养一支优秀的、有创造性的、有活力的高素质教师队伍的机制。
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| 关 键 词： | 教师发展 教育实践 教育实验 理论学习 |
Practical Exploration of Professional Advances in Teachership:A review of 18 years' subject education experiment |
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| GUO Hua.Practical Exploration of Professional Advances in Teachership:A review of 18 years' subject education experiment[J].Journal of Beijing Normal University(Social Science Edition),2010(5):21-27. |
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| Authors: | GUO Hua |
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| Abstract: | The 18 years’ experiment on subject education has verified the initial hypothesis and attained a number of achievements. One of them is that the exploration has promoted teacher development. Not merely one or several teachers have grown up; they are numerous. In fact, the advance is the important token of the success of the attempt as well as the experiment goal; and teachers’ innovation and creativity are maximally explored. This suggests that teacher development is fulfilled along their practices in the current education and teaching reforms, in their own conscientious teaching experimental activities, and in their gradual, long-term systematic studies of the relevant theories. This mechanism is different from the traditional individual teachers’ natural growth. It is one by which modern teachers realize their self-conscientious maturity and hence become excellent, creative, energetic, and highly-qualified professional groups. |
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| Keywords: | teacher development education practice education experiment theoretical study |
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