摘要
近十年来,国内研究者对教师教育信仰问题日益关注,对其定义、构成、特征、意义及养成等问题进行了大量的探讨。关于其定义的研究,主要侧重于从教育功能、学科教学、教育目标及教育价值角度研究;关于其构成的研究,主要侧重于从整体和局部两部分进行研究;关于其特征的研究,主要侧重于用简洁明了的词语概括;关于其意义的研究,主要从"单意义"和"多意义"角度研究;关于其养成的研究,主要从"单一主体"和"多重主体"研究。已有研究对重建教师教育信仰有着重要的作用,但也存在不少问题,今后应该加强对教师教育信仰的实证性研究、基础性研究和分析性研究。
In the last ten years, the researchers have paid more attention to teachers＂ educational belief and have talked much a- bout its definition, its composition, its characteristics, its significance and its development. Researches focus on education func- tion, subject teaching, education target and education value in defining what teachers＇educational belief is. As for its composi- tion, emphasis is laid on the overall and local organization. Using concise words to generalize is its main characteristics. ＂Single meaning＂ and ＂much meaning＂ are the two main perspectives concerning its meaning. Meanwhile, ＂single subject＂ and ＂multi- ple subjects＂ are the two research areas in the formation of educational belief. Previous studies have much implication on the re- construction of teachers＂ educational belief and future research should focus more on empirical research, basic research and ana- lytic research as well.
出处
《徐州师范大学学报（教育科学版）》
2012年第2期17-19,共3页
Journal of Xuzhou Normal University(Educational Sciences Edition)
关键词
教师
教育信仰
国内研究综述
teacher
educational belief
domestic studies
