| 新教师初入职阶段专业学习的教育社会学分析 |
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| 引用本文： | 郑玉飞.新教师初入职阶段专业学习的教育社会学分析[J].江西教育科研,2011(1):76-80. |
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| 作者姓名： | 郑玉飞 |
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| 作者单位： | 山西大学教育科学学院,山西太原,030006 |
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| 摘 要： | 新教师初入职阶段的专业学习是成功进入教师职业的关键。大量研究表明,新教师的工作实践状况和工作环境极大影响着其专业学习。国内已有研究在教师专业学习的目标、内容、途径与方法等方面进行了有益的探索。怎样理解和解释新教师初入职阶段的专业学习,进而分析其生存和发展状态？运用伯恩斯坦的教育符码、社会分工、教育话语等教育社会学理论可以为之提供帮助,也为教师教育的改革和发展提供些许建议。
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| 关 键 词： | 新教师 专业学习 教育符码 教育话语 |
An Education Sociological Analysis on the Newly Qualified Teachers' Professional Learning |
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| Zheng Yu-fei.An Education Sociological Analysis on the Newly Qualified Teachers' Professional Learning[J].Jiangxi Educational Research,2011(1):76-80. |
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| Authors: | Zheng Yu-fei |
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| Institution: | Zheng Yu-fei(School of Education,Shanxi University,Taiyuan 030006,China) |
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| Abstract: | The professional learning is critical for a newly qualified teacher to go successfully to the post.Many researches suggest that the practical working situation and environments could influence significantly the newly qualified teacher＇s professional learning.In China,many researches on teacher＇s professional learning have been taken in terms of learning aims,learning contents,learning means and methods.It is helpful to apply Basil Bernstein＇s theories on pedagogic codes,social division of labour and pedagogic discourse to confirm the ways of comprehending and explaining the professional learning of newly qualified teachers and to further fulfil the analysis of their existence and development.Some suggestions for the development and reform of teacher＇s education are also provided. |
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| Keywords: | newly qualified teachers professional learning pedagogic codes pedagogic discourse |
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