新时代高等学校教师信念的作用与保障
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摘要
为了新时代高等教育发展和改革进程中教师信念能够得到足够的关注和重视,从心理学角度梳理了对教师信念概念的理解与认识。进一步阐释了教师信念的作用,认为教师信念是新时代科教兴国和人才强国战略的关键因素,是学校文化与教学实践的核心因素,是教师职业发展与个人成长的重要因素,是学生学业质量和择业创业的首要因素。同时对教师信念的培养与保障提出了建设性建议。
From the visual angle of psychology, this paper expounds and analyzes the concept of teacher's belief in order to bring it into public attention during the development and reform of higher education in the new age. Based on further discussions on the role of teacher's belief, it forwards the idea that teachers' beliefs are the key factor in the strategy of invigorating China through science and technology and the strategy of reinvigorating China through human resource development, the core factor in the formation of school cultures, the important factor in teachers' professional development and their personal growth, and also the chief factor in students' academic quality, employment and entrepreneurship. Finally, this study makes constructive suggestions on how to train and guarantee teachers' beliefs.
From the visual angle of psychology, this paper expounds and analyzes the concept of teacher's belief in order to bring it into public attention during the development and reform of higher education in the new age. Based on further discussions on the role of teacher's belief, it forwards the idea that teachers' beliefs are the key factor in the strategy of invigorating China through science and technology and the strategy of reinvigorating China through human resource development, the core factor in the formation of school cultures, the important factor in teachers' professional development and their personal growth, and also the chief factor in students' academic quality, employment and entrepreneurship. Finally, this study makes constructive suggestions on how to train and guarantee teachers' beliefs.
引文
[1] 俞国良,辛自强.教师信念及其对教师培养的意义[J].教育研究,2000(5):16.
[2]DONA M K.Implication of Research on Teacher Belief[J].Educational Psychologist, 1992(1): 65-90.
[3]瞿卫星.试论教师的教育信念[J].江西教育科研,1998(5):22-24.
[4]WILLIAMS M,BURDEN R.Psychology for language teachers:a social constructivist approach [M].Cambridge: Cambridge University Press,1997:249.
[5]李家黎,刘义兵.教师信念的现实反思与建构发展[J].中国教育学刊,2010(8):78.
[6]金爱冬,马云鹏.国内外教师信念问题研究综述[J].延边大学学报,2013(1):81.
[7] JOHNSON K E. Understanding Language Teaching Reasoning in Action[M].Beijing:Bejing Foreign language Teaching and Research Press,2006:30.
[8]刘莉、杨艳芳.教师教育信念研究综述[J].内蒙古师范大学学报(教育科学版),2008(12):45-51.
[9]陈连军.建构主义理论视角下引导—互动式教学模式的探讨[J].黑龙江高教研究,2014(4):150.
[2]DONA M K.Implication of Research on Teacher Belief[J].Educational Psychologist, 1992(1): 65-90.
[3]瞿卫星.试论教师的教育信念[J].江西教育科研,1998(5):22-24.
[4]WILLIAMS M,BURDEN R.Psychology for language teachers:a social constructivist approach [M].Cambridge: Cambridge University Press,1997:249.
[5]李家黎,刘义兵.教师信念的现实反思与建构发展[J].中国教育学刊,2010(8):78.
[6]金爱冬,马云鹏.国内外教师信念问题研究综述[J].延边大学学报,2013(1):81.
[7] JOHNSON K E. Understanding Language Teaching Reasoning in Action[M].Beijing:Bejing Foreign language Teaching and Research Press,2006:30.
[8]刘莉、杨艳芳.教师教育信念研究综述[J].内蒙古师范大学学报(教育科学版),2008(12):45-51.
[9]陈连军.建构主义理论视角下引导—互动式教学模式的探讨[J].黑龙江高教研究,2014(4):150.