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发现和建构教育知识,使隐性知识显性化,是教师专业发展的重要内容。在教育教学领域中存在着大量的隐性知识,但尚未得到充分的重视。探寻促进隐性知识显性化的策略和方法,鼓励教师发现和建构教育知识,将大大促进教师的专业发展。因此,我们逐步形成了以“让教师成为教育知识的发现者和建构者”为目标,以“显现隐性知识,促进专业发展”为基本理念的教师专业发展理论。在这一理论的指引下,我们在上海市实验学校和长宁区初中教师高端培训创新实验班上开展了实践探索,并取得了显著效果。
The discovery and construction of educational knowledge, so that tacit knowledge explicit, is an important part of the professional development of teachers. There is a large amount of tacit knowledge in the field of education and teaching, but it has not yet received sufficient attention. To explore strategies and methods to promote the explicitness of tacit knowledge and to encourage teachers to discover and construct education knowledge will greatly promote the professional development of teachers. Therefore, we have gradually formed the theory of teacher professional development based on the basic idea of “making teachers become discoverer and constructor of educational knowledge” and “revealing tacit knowledge” to promote professional development. Under the guidance of this theory, we have carried out practical exploration in Shanghai Experimental School and Changning District Junior High School Teacher Training Innovation Experimental Class, and achieved remarkable results.