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

【摘要】：教師專業(yè)成長的重要旨趣在于共享共生共創(chuàng)知識的知識民主化進(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)造知識能力的喪失,致使教師陷入專業(yè)成長的危機之中,主要表現(xiàn)為身份認(rèn)同危機、持續(xù)成長危機。為了應(yīng)對這些危機,除了重視現(xiàn)有的常規(guī)的專業(yè)發(fā)展途徑外,還應(yīng)重點關(guān)注教師在專業(yè)成長中的危機學(xué)習(xí),幫助教師提升危機評估能力,成為危機評估的自覺學(xué)習(xí)者,從而度過專業(yè)成長危機,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】：G451.1
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本文編號：2034308