摘要
教师的专业能力是成就教师专业成长的支撑点,具有个体性、情境性、创新性、发展性的特点。师范生的教师专业能力的培养需经过由被动性习得过渡到主动性习得、由虚拟性实践过渡到现实性实践、由规定性发展向迁移性发展过渡、由实践的一般感受性向实践的反思性过渡的发展过程。高师教师教育专业课程的有效教学途径的根本在于为师范生创设一个情景化的教学经历和激励反思的教学策略。
Teachers' professional competence is characterized by individual, situational, creative and developmental.
The preparation of teacher's professional competence should follow the process: from passive acquisition to initiative
acquisition, from fictive practice to realistic practice, from stipulated development to transfer development and from
sensitive practice to reflective practice. The Offer of situational teaching and teaching strategy of stimulating reflec-
tion is considered as the effective teaching way of the professional curriculum of teachers.
出处
《教师教育研究》
CSSCI
北大核心
2004年第3期27-31,共5页
Teacher Education Research
关键词
教师专业能力
高等师范院校
教学策略
教育类课程
teacher's professional competence
growing trait
process of development
the professional curriculum of teachers
