教育科学 ›› 2020, Vol. 36 ›› Issue (1): 35-42.

• 教师教育研究 • 上一篇    下一篇

新时代中小学教学名师的培养策略*

朱宁波, 秦丽楠   

  1. 辽宁师范大学 教育学院,辽宁 大连 116029
  • 收稿日期:2019-10-15 出版日期:2020-01-15 发布日期:2020-08-14
  • 作者简介:朱宁波(1963- ),女,山东临沂人,辽宁师范大学教育学院教授,博士生导师,博士,主要从事教师教育研究;|秦丽楠(1984- ),女,辽宁朝阳人,辽宁师范大学教育学院博士生,主要从事教师教育研究。
  • 基金资助:
    * 辽宁省教育科学“十三五”规划2018年度课题“‘双核’背景下教学名师培养策略与成长路径研究”(JG18CB384)

Strategies for the Training of Teaching Masters in Primary and Secondary Schools in the New Era

Zhu Ningbo, Qin Li’nan   

  1. School of Education, Liaoning Normal University, Dalian Liaoning 116029, China
  • Received:2019-10-15 Online:2020-01-15 Published:2020-08-14

摘要:

中小学教学名师培养是提升教师队伍专业化水平的重要举措,在教育均衡化发展过程中起着关键作用。中小学教学名师具有高尚的师德,对教学规律具有科学系统的认识,发挥示范引领作用,其专业成长既需要外力助推,也需要内省式自我发展。然而,当前中小学教学名师培养依然存在发展目标功利性较强、理论与教学实践脱节、教师专业发展自主意识较弱、系统化的专业引领欠缺以及反思教学与行为转化意识欠佳等问题。原因在于名师的专业成长受社会历史文化、教师自我理解与身份认同、实践共同体的共建共享等多重因素共同制约。因此,新时代中小学教学名师培养需设定“以师为本”的培训设定、构建“需求为基”的培训内容、创新“多元参与”的培训方式、实施“行为导向”的培训评估。未来的中小学名师培养要实现四个转变,即培养目标由“外促”到“内生”、培养方式由“共性”到“个性”、培养内容由“反思”到“建构”、培养价值由“个体优秀”到“群体共生”,进而促进中小学师资整体水平的提升。

关键词: 教学名师, 教师专业发展, 专业引领, 自主学习, 组织提升

Abstract:

The training of teaching masters in primary and middle schools is an important measure to improve the teacher professional level, and it plays a key role in the balanced development of education. Primary and secondary school teaching masters have noble morality, scientific and systematic understandings of teaching rules, and play a demonstrative leading role. Their professional growth requires both external assistance and introspective self-development. However, at present, there are still problems in the training of teaching masters in primary and secondary schools with utilitarian development goals, disconnected theory and teaching practice, weaker professional development awareness of teachers, lack of systematic professional guidance, and poor awareness of reflective teaching and behavioral transformation. The reason is that the professional development of teaching masters are constrained by multiple factors such as social history and culture, teachers’ self-understanding and identity, and co-construction and sharing of the practice community. Therefore, in the new era, the training of teaching masters in primary and middle schools needs to set a “teacher-based” training setting, construct “demand-based” training content, innovate “multiple participation” training methods, and implement “behavior-oriented” training evaluations. In the future, the primary and secondary school teacher training should realize four changes, namely, the training goal is from “external promotion” to “endogenous”, the training method is from “commonality” to “personality”, the training content is from “reflection” to “construction”, and training value is from “individual excellence” to “group symbiosis”, thereby promoting the improvement of the overall level of primary and secondary school teachers.

Key words: teaching master, teacher professional development, professional leading, self-learning, organizational promotion

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