| 谈谈“教师专业化成长” |
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| 引用本文： | 朱小蔓.谈谈“教师专业化成长”[J].南通大学学报(哲学社会科学版),2001,17(1):87-92. |
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| 作者姓名： | 朱小蔓 |
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| 作者单位： | 南京师范大学校长室!江苏 南京210097 |
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| 摘 要： | “教师的专业化”概念的形成和建立经过了四个时期国际师范教育中对教师进行专业化培养大约经过了六种范式的变迁。教师的专业化成长的内涵包含：观念、知识、伦理与心理人格等三个系统方面的内容，其总体价值取向可归结为教育的人文精神和教师的人文精神。教师培训应该着力理论和实践两方面。在实践中进行培训应该是目前教师培训的主要途径。教师是个专业，而且是一个非常重要的专业。
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| 关 键 词： | 教师 专业化 培训 |
| 文章编号： | 1003-7489(2001)01-0087-06 |
| 修稿时间： | 2001年2月20日 |
Professional Maturity for University Teachers |
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| Zhu Xiaoman Presidents office,Nanjing Normal University,Nanjing,Jiangsu.Professional Maturity for University Teachers[J].Journal of Nantong University:Social Sciences Edition,2001,17(1):87-92. |
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| Authors: | Zhu Xiaoman Presidents office Nanjing Normal University Nanjing Jiangsu |
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| Institution: | Zhu Xiaoman Presidents office,Nanjing Normal University,Nanjing,Jiangsu,21009 |
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| Abstract: | The concept of teacher specialization has gone through four stages since it took shape, and profes sional teacher training in the international teacher education system has varied across six models. Professional maturity for college teachers comprises three systems which cover belief, knowledge, ethics, psychology and others. Its overall value boils down to the humanist spirit for both education and teachers. Hence, teacher training should be focused on both theoriy and practice and be carried out mainly by engaging teachers in practice, because teaching is a very important profession. |
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| Keywords: | teacher specialization training |
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