本文選題：教師繼續(xù)教育　切入點：學區(qū)視角　出處：《繼續(xù)教育研究》2017年07期 　論文類型：期刊論文

【摘要】：教師繼續(xù)教育既是提升教師專業(yè)發(fā)展水平的基本路徑,也是教師綜合素質(zhì)提升的關鍵。傳統(tǒng)的教師繼續(xù)教育模式一般有學歷教育、非學歷培訓、合作教育、校本教育和網(wǎng)絡研修等五種,這五種模式均存在一定的問題。因此,需要構建學區(qū)視角下的教師繼續(xù)教育模式,此種模式的內(nèi)涵是倡導學區(qū)范圍的教師個體經(jīng)驗的互動和共享、培訓模式的仿真性以及培訓內(nèi)容的綜合化和多元化,在路徑選擇上需要從思想觀念、教育內(nèi)容、學習環(huán)境、教與學的資源上推進,但也需要注意,此種模式必須扎根于各個學校的課堂實踐、注重各個學校及教師利益的共同發(fā)揮、注重教師教育者和教師之間的批判和反思以及改變傳統(tǒng)繼續(xù)教育中的行政指令或標準。
[Abstract]:Teachers' continuing education is not only the basic way to improve teachers' professional development level, but also the key to the improvement of teachers' comprehensive quality. There are five kinds of school-based education and network study, all of which have some problems. Therefore, it is necessary to construct the teachers' continuing education model from the perspective of school district, the connotation of which is to advocate the interaction and sharing of teachers' individual experience in school district. The simulation of the training mode and the integration and diversification of the training content need to be promoted from the perspective of ideas, educational content, learning environment, teaching and learning resources, but also need to pay attention to. This model must be rooted in the classroom practice of each school, pay attention to the joint play of each school and teachers' interests, pay attention to the criticism and reflection between teacher educators and teachers, and change the administrative instruction or standard in traditional continuing education.
【作者單位】： 廊坊師范學院教育學院;
【基金】：2016年度教育部人文社科青年基金項目“民國時期(1912-1937年)大學本土化發(fā)展研究”(編號:16YJC880063)
【分類號】：G451
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本文編號：1596651