摘要
教师专业化程度是衡量国家教育水平的重要标志。改革开放40年来,我国教师专业发展呈现出专业诉求从知识到素养,专业规范从经验到制度,专业培养从封闭到多元,专业发展从本土到国际等特点。审视当前,教师专业发展还存在专业价值退化、专业技术理性束缚以及专业发展区域失衡等挑战。展望未来,有必要从提升教师专业价值、深化教师专业发展和尊重教师专业自主等方面促进我国教师的专业发展。
The teachers＇ degree of professionalism is an important indication of a country＇s educationlevel. Over the past 40 years of reform and opening-up, the teacher education system in China has beengradually established. Teachers＇ professional development has gone through the following changes： fromknowledge acquiring to quality developing in demand, from experience-oriented to institutionalized innorm, and from exclusive to diversified in training program. In addition, it has turned out to be moreinternational. Nowadays, however, teachers＇ professional development still faces challenges such asdegradation of professional value, constraints of professional and technological rationality, and regionalimbalance of professional development. Looking into the future, it is necessary to improve the teachers＇professional level by enhancing teachers＇ professional value, deepening teachers＇ professionaldevelopment and respecting teachers＇ professional autonomy.
作者
黄友初
Huang Youchu(College of Education,Shanghai Normal University,Shanghai 200234,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2018年第11期11-17,共7页
Curriculum，Teaching Material and Method
基金
全国教育科学"十三五"规划2017年度课题国家重点项目"教师核心素养和能力建设研究"(AFA170008)
关键词
教师专业化
改革开放
teachers＇ professionalism
reform and opening-up
作者简介
黄友初，浙江温州人，上海师范大学教育学院教授，博士，博士生导师，主要从事课程与教学论研究。
