期刊文献+

论师范生职前专业发展的文化路径——基于育师型校园文化建设的探寻 被引量:3

On Cultural Approach to Pre-service Professional Development——Based on Queset of Teacher Training Campus Culture
原文传递
导出
摘要 校园文化是校园中的人、事、物在交互作用、多边互动中生成的一种文化生态和精神场域。高师校园文化通过润泽专业精神、催生专业认同、诱导专业情感、范导专业行为、移植专业经验、催生专业个性等方式参与着师范生的专业发展进程,成为其完成职前专业发展的基础性教育资源。建立育师型校园文化,培育校园文化生态,凸显其教师教育主调,是高师院校有效利用校园文化的育师资源的必由之路。 Campus culture is culture biology and spirit field caused by mutual interaction,multi-layred interaction among persons,incidents and things.University campus culture immerses itself in pre-service professional development by way of imparting professional spirit,inducing professional affection,conforming with professional bahavior and transplanting professional personality,etc.It has become basic education resources of professional development prior to pre-sevice professional developmet.A neccesary approach to teacher taining resouces in effective use of campus culture in institutions of higher learning is to set up teacher training campus culture,to cultivate campus culture biology and to emphasize teacher education essence.
作者 龙宝新
出处 《当代教师教育》 2010年第2期34-38,52,共6页 Contemporary Teacher Education
基金 陕西师范大学人文社科研究基金项目(08SYB11)
关键词 高师院校 校园文化 教师职前专业发展 Institutions of higher learning Campus culture Pre-sevice professional developmet
  • 相关文献

参考文献6

二级参考文献2

共引文献33

同被引文献22

  • 1Syracuse University School of Education.Inclusive Elementary and Special Education[EB/OL]. http://soe.syr.edu/ academic/undergraduate/inclusive_elmentary_and special_ed- ucation/default.aspx, 2010-09-25.
  • 2University of Virginia Curry School of Education. B/MT Special Education General Curriculum-Elementary [EB/OL]. http://curry.virginia.edu/academics/degrees/bache- lot-master -in -teaching/ b -mr -special -education -general - curriculum-elementary, 2010-09-28.
  • 3University of Virginia Curry School of Education. B/MT Special Education General Curriculum-Secondary [EB/ OL]. http://curry.virginia.edu/academics/degrees/bachelor - master-in-teaching/b-mr -special-education-general-curricu- lum-secondary, 2010-09-28.
  • 4Johns Hopkins University School of Education. Master of Science in Education[EB/OL]. http://education.jhu. edu/teacher/msed/stem.html, 2010-09-25.
  • 5University of Kansas. School of Education [EB/OL]. http://www.catalogs.ku.edu/graduate/contents/Edu- cationGR.pdf, 2010-09-28.
  • 6University of Minnesota-Twin Cities. Elementary education [EB/OL]. http://www.oehd.unm.edu/CI/Courses/El- emEd/, 2010-09-18.
  • 7University of Minnesota-Twin Cities. Early child- hood education courses [EB/OL]. http://www.cehd.unm.edu/ icd/courses/allcourses.html, 2010--09-18.
  • 8Kurz,N.,& Paul,P. V.. Toward an Inclusive Teacher Education Program [J]. Journal of Teaching and Learning, 2005,3(2) : 15-27.
  • 9U.S. Department of Education. Public Law print of PL 107-110,the No Child Left Behind Act of 2001 [EB/OL]. http://www2.ed.gov/policy/elsec/leg/esea02/index.html, 2010 - 09-02.
  • 10Keamey,C.A.,& Durand,V. M.. How prepared are our teachers for mainstreamed claasroom settings? A survey of postsecondary schools of education in New York State [J].Ex-eeptional Children, 1992,59 ( 1 ) : 6-11.

引证文献3

二级引证文献27

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部