教师专业发展是不同层面因素互动的过程。当教师面对这次理念全面更新、教学方式彻底转型的课程改革时,他们需要在教学情境中持续的、专家与教师互动的理论引领。当学生的表现发生所期望的变化时,在他们对教学实践进行深入反思后,教师浅表的课程意识才会内化为深层的信念。教学的复杂性要求教师超越个人狭隘的视域,在全校性的专业社群中,在理论引领下对教学实践进行公共性的辩论。以学习、开放、探究和交往为特征的学校文化是进行专业发展活动不可缺少的生态环境。 Professional development of teachers is the process of interaction of different levels of factors. When teachers face the curriculum reform that the concept is fully updated and the teaching mode is completely transformed, they need the continuous theoretical guidance of interaction between experts and teachers in the teaching situation. When students’ performance changes as expected, their superficial curriculum awareness becomes internalized as deep beliefs after their in-depth reflection on teaching practice. The complexity of teaching requires that teachers go beyond the narrow view of the individual, debating the publicity of teaching practice under the guidance of theory in the entire school of professional communities. The school culture characterized by learning, openness, inquiry and interaction is an indispensable ecological environment for carrying out professional development activities.