“创新型教师”的研究困境与未来所向
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摘要
"建设高素质专业化创新型教师队伍"是《中国教育现代化2035》十大战略任务之一,"创新型教师"作为我国现代化教师的重要特征被提上日程。然而,当前创新型教师语义不详,给教师队伍建设带来了实践性的困难。文章通过对"创新型教师"近二十年的文献梳理,分析了"创新型教师"研究中面临的模糊性、稳定性、独立性和可行性等困境,建议从专业化道路、团队研修和制度革新等方面入手,助力现代化创新型教师成长。
《China Education Modernization 2035》 puts forward "building high-quality, professional and creative teachers troop" as one of the ten national strategies of education. "Innovation" is regarded as one of the most important characteristics of modern teachers. However, the concept and meaning of" innovative teachers" is still vague and ambiguity at present, therefore it is difficult to improve teachers' troop in practice. By analyzing the literatures in recent twenty years, this study found four dilemmas such as vague, instable, dependent and unworkable in the research of " innovative teachers". In order to promote teacher's development in the new era, we suggest three research orientations, which are professional path,team study and system innovation.
《China Education Modernization 2035》 puts forward "building high-quality, professional and creative teachers troop" as one of the ten national strategies of education. "Innovation" is regarded as one of the most important characteristics of modern teachers. However, the concept and meaning of" innovative teachers" is still vague and ambiguity at present, therefore it is difficult to improve teachers' troop in practice. By analyzing the literatures in recent twenty years, this study found four dilemmas such as vague, instable, dependent and unworkable in the research of " innovative teachers". In order to promote teacher's development in the new era, we suggest three research orientations, which are professional path,team study and system innovation.
引文
[1]徐兴余.正确认识核心期刊的质量及评价功能[A].中国科学技术期刊编辑学会.第五届全国核心期刊与期刊国际化、网络化研讨会论文集[C].2007.190-194.
[2]林崇德.培养和造就高素质的创造性人才[J].北京师范大学学报(社会科学版),1999,(1):5-13.
[3]朱小蔓.关于教师创造性的再认识[J]中国教育学刊,2001,(3):58-61.
[4]龚艳冬.创新型教师的基本素质与培养途径[J].沈阳教育学院学报,2000,(1):70-74.
[5]任毅梅,崔哲奇,卜馨宇,等.论创新型教师[J].科学导刊(上旬刊),2018,(3):66-67
[6][7]张伟,杨斌,李笑非.论创新型教师课堂素养内涵及养成[J].中国教育学刊,2014,(1):99-103.
[8]张轶坤.论高校创新型教师的素质及培养[J].中国轻工教育,2015,(1):9-11.
[9]袁方.社会研究方法教程[M].北京:北京大学出版社,1997.45.
[10]阎光才.教师“身份”的制度与文化根源及当下危机[J].北京师范大学学报(社会科学版),2006,(4):12-17.
[11]李春玉,申林.创新型教师与传统型教师微观特征的比较[J].通化师范学院学报(人文社会科学),2018,(6):66-69.
[12]唐纳德·A.舍恩.反映的实践者---专业工作者如何在行动中思考[M].夏林清,译北京:教育科学出版,2007.49.
[13]易红郡.默会知识视阈下的教师专业发展[J].教师教育研究,2006,(4):11-15.
[14]赵健.学习共同体---关于学习的社会文化分析[M].上海:华东师范大学出版社,2006.51.
[15]Thomas,G.,Wineburg,S.,&Grossman P.et.al.In The Company of Colleagues:An interim Report on the Development of a Community of Teacher Learners[J].Teaching and Teacher Education.1998.14(1):21-32.
[16]马克斯·范梅南.教学机智---教育智慧的意蕴[M].李树英,译.北京:教育科学出版社,2001.132.
(1)检索日期为2019年3月24日,文中的文献分析基于当日所得的数据,图片来自知网的文献可视化分析。
(2)共现词及其频次是从中国知网的计量可视化分析中摘录和统计的。
[2]林崇德.培养和造就高素质的创造性人才[J].北京师范大学学报(社会科学版),1999,(1):5-13.
[3]朱小蔓.关于教师创造性的再认识[J]中国教育学刊,2001,(3):58-61.
[4]龚艳冬.创新型教师的基本素质与培养途径[J].沈阳教育学院学报,2000,(1):70-74.
[5]任毅梅,崔哲奇,卜馨宇,等.论创新型教师[J].科学导刊(上旬刊),2018,(3):66-67
[6][7]张伟,杨斌,李笑非.论创新型教师课堂素养内涵及养成[J].中国教育学刊,2014,(1):99-103.
[8]张轶坤.论高校创新型教师的素质及培养[J].中国轻工教育,2015,(1):9-11.
[9]袁方.社会研究方法教程[M].北京:北京大学出版社,1997.45.
[10]阎光才.教师“身份”的制度与文化根源及当下危机[J].北京师范大学学报(社会科学版),2006,(4):12-17.
[11]李春玉,申林.创新型教师与传统型教师微观特征的比较[J].通化师范学院学报(人文社会科学),2018,(6):66-69.
[12]唐纳德·A.舍恩.反映的实践者---专业工作者如何在行动中思考[M].夏林清,译北京:教育科学出版,2007.49.
[13]易红郡.默会知识视阈下的教师专业发展[J].教师教育研究,2006,(4):11-15.
[14]赵健.学习共同体---关于学习的社会文化分析[M].上海:华东师范大学出版社,2006.51.
[15]Thomas,G.,Wineburg,S.,&Grossman P.et.al.In The Company of Colleagues:An interim Report on the Development of a Community of Teacher Learners[J].Teaching and Teacher Education.1998.14(1):21-32.
[16]马克斯·范梅南.教学机智---教育智慧的意蕴[M].李树英,译.北京:教育科学出版社,2001.132.
(1)检索日期为2019年3月24日,文中的文献分析基于当日所得的数据,图片来自知网的文献可视化分析。
(2)共现词及其频次是从中国知网的计量可视化分析中摘录和统计的。