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如果以专业素养和教学能力为划分依据,一般来说,在职教师的专业发展大致要经历角色适应期、技能发展期、探索发展期、专业成熟期、资深专家期五个阶段,处于不同专业发展阶段的教师所呈现出的角色特征、发展问题、提升需求都不尽相同,所需要的学习内容和采用的学习形式也不完全相同。[1]北京教育学院朝阳分院作为区域教师专业成长基地,以培训研究为先导,以重点项目为载体,以实践改进为指向,积极
If the professionalism and teaching ability are divided according to the basis, in general, the professional development of in-service teachers generally experience the role of adaptation, skills development, exploration of development, professional maturity, senior expert period of five stages, in different professional development Stage teachers show the character characteristics, development problems, enhance the needs are not the same, the learning content required and the learning form is not exactly the same. [1] Chaoyang Branch of Beijing Institute of Education As a professional growth base for regional teachers, with training and research as the guide, key projects as the carrier, practice and improvement as a guide, and actively