本文選題：教師專業(yè)發(fā)展 + 專業(yè)意識�。� 參考：《基礎(chǔ)教育》2017年01期

【摘要】：教師專業(yè)發(fā)展的物理邏輯忽視了教師自身經(jīng)驗的結(jié)構(gòu)化改造運動。專業(yè)意識是教師專業(yè)發(fā)展的基本經(jīng)驗結(jié)構(gòu)。由于專業(yè)意識是教師專業(yè)發(fā)展的起點,能重組教師發(fā)展的能量,是教師專業(yè)發(fā)展的旨歸,所以專業(yè)意識是教師專業(yè)發(fā)展的生長點�；趯I(yè)意識的教師專業(yè)發(fā)展邏輯表現(xiàn)為體驗邏輯:以專業(yè)感受力領(lǐng)悟?qū)ο?以專業(yè)判斷力構(gòu)建內(nèi)容;以專業(yè)表現(xiàn)力創(chuàng)造形式。
[Abstract]:The physical logic of teachers' professional development ignores the structural transformation of teachers' own experience. Professional consciousness is the basic experience structure of teacher's professional development. Because professional consciousness is the starting point of teacher's professional development, and can reorganize the energy of teacher's development, it is the aim of teacher's professional development, so professional consciousness is the growing point of teacher's professional development. The logic of teacher's professional development based on professional consciousness is experiential logic: to comprehend the object of professional sensibility; to construct the content with professional judgment; to create the form of professional expression.
【作者單位】： 江西師范大學教育研究院;
【基金】：教育部人文社會科學研究青年基金項目“存在論視域下中小學教師的專業(yè)意識研究”(項目批準號:14YJC880104)的成果之一
【分類號】：G451
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本文編號：1817044