本文選題：教師專業(yè)發(fā)展　切入點(diǎn)：新教師　出處：《上海教育科研》2017年07期 　論文類型：期刊論文

【摘要】：采用知識(shí)圖譜可視化軟件CiteSpace,對2001～2016年新教師專業(yè)發(fā)展研究進(jìn)行梳理,從研究熱點(diǎn)、研究前沿和知識(shí)背景三個(gè)方面切入,發(fā)現(xiàn)當(dāng)代新教師專業(yè)發(fā)展的研究熱點(diǎn)聚焦以下幾個(gè)方面:專業(yè)知識(shí)和專業(yè)態(tài)度等專業(yè)素養(yǎng)研究;教師教育、入職培訓(xùn)、反思等專業(yè)發(fā)展途徑研究;數(shù)學(xué)和科學(xué)等學(xué)科新教師專業(yè)發(fā)展研究;質(zhì)性研究方法。新教師專業(yè)發(fā)展研究的未來研究趨勢主要是關(guān)注新教師個(gè)人專業(yè)素養(yǎng)(實(shí)踐性知識(shí)、專業(yè)信念和專業(yè)認(rèn)同等)的提升以及新教師自主學(xué)習(xí)。
[Abstract]:By using the visualization software of knowledge map, Cite Space, this paper combs the research on the professional development of new teachers from 2001 to 2016, from three aspects: research hotspot, research frontier and knowledge background. It is found that the research focus of contemporary new teachers' professional development is on the following aspects: professional knowledge and professional attitude research, teacher education, induction training, reflection and other professional development approaches; Research on New Teachers' Professional Development in Mathematics, Science and other disciplines; qualitative research methods. The future research trend of new teachers' professional development is to pay attention to the new teachers' personal professional accomplishment (practical knowledge, practical knowledge, and so on). The promotion of professional beliefs and professional identity, etc.) and the autonomous learning of new teachers.
【作者單位】： 南京師范大學(xué)課程與教學(xué)研究所;
【分類號(hào)】：G451;G353.1

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本文編號(hào)：1581635