摘要
质变学习理论是教师蝶化发展的催化剂,对教师蝶化发展具有不可替代的理论价值和实践意义。文章阐述了教师蝶化发展的内涵及必要性、质变学习的内涵及发生机制,提出在质变学习理论指导下,教师应该从理念更新、身份觉醒、方式创新、行动支持、回归生活等五个方面实现蝶化发展。
Qualitative change learning theory is the catalyst for teachers’development fromcocoon to butterfly,which has irreplaceable theoretical value and practical significance for teachers’development from cocoon to butterfly.?This paper expounds the connotation and necessity of teachers’development from cocoon to butterfly,the connotation and occurrence mechanism of qualitative change learning,and argues that under the guidance of qualitative change learning theory,?teachers should realize their development from cocoon to butterfly from five aspects:idea renewal,identity awakening,way innovation,action support and return to life.
作者
刘星
LIU Xing(School of Teacher Education,Zunyi Normal University,Zunyi 563006,China)
出处
《遵义师范学院学报》
2019年第4期139-142,共4页
Journal of Zunyi Normal University
基金
2018年贵州省教育科学规划一般课题“乡土课程资源开发视阈下贵州乡村幼儿园教师专业发展研究”(2018B042)
2017年贵州省教育改革发展研究重大课题“贵州乡村小学附设幼儿园幼小衔接课程研究”(2017ZD001)
关键词
学习理论
质变学习
教师蝶化发展
learning theory
qualitative change learning
teachers’development fromcocoon to butterfly
