| 教师专业发展与高等师范院校课程改革 |
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| 引用本文： | 曲铁华,冯茁,陈瑞武.教师专业发展与高等师范院校课程改革[J].教育研究,2007(9). |
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| 作者姓名： | 曲铁华 冯茁 陈瑞武 |
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| 基金项目： | 中国高等教育学会“十一五”教育科学研究规划课题“高校教师专业发展研究”(课题批准号:06AIJ220004)，吉林省教育科学“十一五”规划重点课题“我国高等师范教育改革与发展研究”(课题批准号:ZZ0069)的阶段性成果 |
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| 摘 要： | 在教师的专业发展中,知识处于核心地位,教师的专业性问题主要是教师专业知识与技能、专业情意等的发展问题。当前,教师专业发展范式的重心正在实现由"技术熟练"范式向"实践反思"范式、从"公共教育知识"到"个体实践知识"的转移。教师专业知识的培养需要相应的课程体系的支持,教师教育的各项改革最终也要以课程改革为落脚点。高师院校课程改革的课程目标与理念应回归师范性;课程设置与实施应突出实践性知识的积累与建构;课程伦理建设应关注专业态度培养,注重专业身份建构。
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| 关 键 词： | 高等师范院校 课程改革 教师教育 教师专业发展 课程结构 教师知识 |
Teacher Professional Development and Normal University Curriculum Reform |
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| Abstract: | In the teacher's professional development,knowledge takes the core position.Teacher's professional issues are mainly the development issues of teacher's professional knowledge and skill,as well as professional affection.Currently,the barycenter of teacher's professional development pattern is realizing the transition from the pattern of "technology proficiency" to the pattern of "practice reflection" and from "public educational knowledge" to "individual practical knowledge".The cultivation of teacher's professional knowledge needs corresponding support of curriculum system.The reforms of teacher's education should finally stay at curriculum reform.The curriculum objective and concepts of normal university curriculum reform should return to teacher-training.The set-up and implementation of curriculum should give prominence to the accumulation and construction of "practical knowledge".Curriculum ethic construction should pay attention to the cultivation of professional attitude and the construction of professional identification. |
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| Keywords: | normal university curriculum reform teacher's education teacher's professional development curriculum structure teacher knowledge |
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