摘要
教师成长是教师学会教学、不断习得与教师有关的角色期望和规范的社会化过程,也是渐进形成教育实践知识和智慧的过程。教师实践知识和智慧的形成及发展大致经历这样几个阶段:从初任教职时理论知识、实践知识的匮乏,到从教后教学应对策略的探求,实践知识和智慧渐进丰富,并随着专业知识和智慧发展缓慢而步入“高原期”,通过采取适时而有效的措施,实现知识与智慧的持续增长。拥有丰富的实践知识和智慧是伴随教师成长的终身追求,也是教师美好教学生活和幸福人生的应然抉择。
The growth of a teacher is a socialized process of mastery of teaching skills and relevant teacher-related norms and development of practical knowledge and intelligence. Such a process consists of the following phases: from the available book knowledge and lack in practical knowledge to the exploration of teaching strategies and continuous enrichment of practical knowledge and intelligence. After entering the plateau period, the slowing down development of specialized knowledge and intelligence will be further accelerated by timely and appropriate measures. The sustainable enrichment of practical knowledge and intelligence is a lifelong task and also the inevitable choice for a teacher to have a fruitful teaching achievements and a happy life.
出处
《教育研究》
CSSCI
北大核心
2004年第5期54-58,共5页
Educational Research
