摘要
通过对全国东、西、中部三大区域五个省份11所中小学教师学习的生态现状的问卷调查发现:教师对学习有了较为积极的认识,学习不再仅仅是外在驱动,更重要的是为了教师自我更新和学生成长;教师学习时间上存在性别差异和学科差异,学习内容上存在性别、职称、学科与学校层次差异;各级培训效果低下,支持政策针对性不强。因此,要尊重教师学习的生命本质,张扬教师学习的主体性,关注教师学习的适切性,并为教师提供多样的学习资源,从而实现教师学习的根本性变革。
With the questionnaire survey on the current ecological status of teacher learning in the 11 primary and secondary middle schools in 5 provinces in the east, west and middle areas in China, it is found out that teachers possess a more positive understanding about learning; more important, learning is for the self-renewal of teachers and the growth of students rather than an external drive. As for learning time, there are some differences in gender and subject, as for learning content, there are some differences in gender, professional title, subject, and school level. There are also some problems as the low effects of all levels of teacher learning and the relevance supporting of the policy to teacher learning is not strong. In order to achieve fundamental transformation in teacher learning, we should respect the life essence of teacher learning, improve the subjectivity of teacher learning, and offer variety of appropriate learning resources.
出处
《教育研究》
CSSCI
北大核心
2011年第10期69-73,共5页
Educational Research
基金
林正范教授主持的国家社会科学基金"十一五"规划2009年度教育学一般课题"基于生态取向教师发展观的教师学习方式变革研究"(课题批准号:BHA09026)的研究成果之一
关键词
教师发展
教师学习
生态现状
teacher development, teacher learning, ecological status
