本文選題：知識(shí)民主化 + 專業(yè)成長(zhǎng)�。� 參考：《教育發(fā)展研究》2014年18期

【摘要】：教師專業(yè)成長(zhǎng)的重要旨趣在于共享共生共創(chuàng)知識(shí)的知識(shí)民主化進(jìn)程,從中彰顯出教師與兒童作為生產(chǎn)與創(chuàng)造知識(shí)的主體地位。但由于身處不確定的學(xué)習(xí)情境中,教師創(chuàng)造知識(shí)能力的喪失,致使教師陷入專業(yè)成長(zhǎng)的危機(jī)之中,主要表現(xiàn)為身份認(rèn)同危機(jī)、持續(xù)成長(zhǎng)危機(jī)。為了應(yīng)對(duì)這些危機(jī),除了重視現(xiàn)有的常規(guī)的專業(yè)發(fā)展途徑外,還應(yīng)重點(diǎn)關(guān)注教師在專業(yè)成長(zhǎng)中的危機(jī)學(xué)習(xí),幫助教師提升危機(jī)評(píng)估能力,成為危機(jī)評(píng)估的自覺學(xué)習(xí)者,從而度過專業(yè)成長(zhǎng)危機(jī),達(dá)成專業(yè)持續(xù)發(fā)展。
[Abstract]:The important purport of teachers' professional growth is to share the process of knowledge democratization, in which teachers and children are the main body of production and creation of knowledge. However, due to the loss of teachers' ability to create knowledge in uncertain learning situations, teachers fall into the crisis of professional growth, which is mainly manifested as identity crisis and continuous growth crisis. In order to deal with these crises, in addition to the existing conventional professional development approaches, we should also focus on the crisis learning of teachers in their professional growth, and help teachers to upgrade their ability to assess crises and become conscious learners of crisis assessment. In order to get through the crisis of professional growth, to achieve sustainable professional development.
【作者單位】： 華南師范大學(xué)教育科學(xué)學(xué)院;
【分類號(hào)】：G451.1
，

本文編號(hào)：2034308