作　　者： ;

机构地区： 华南师范大学教育科学学院

出　　处： 《华南师范大学学报（社会科学版）》 2006年第2期104-110,共7页

摘　　要： 在当前教师“专业发展学校”研究中,出现了几个有冲突的术语概念。深入的考察和清理表明,术语“教学专业”或“教育专业”比“教师专业”更具合理性,“教学专业化”包含了“教师专业化”;“教师发展学校”则容易流于抽象而空洞的“教师发展”,因而应该修正为“教师专业发展学校”,以回归“专业发展学校”并促进真正而具体化的“教师专业发展”;“专业发展学校”的价值取向不是“教师为本”,而是“学习需要定向”;深化“专业发展学校”研究的思维方式,需要超越“封闭割裂”而走向“开放整合”。 There have been some conflicts between the terms and their definitions concerning researches on professional development schools(PDSs) in China.In this paper,the author argues that the term 'education profession' is more reasonable than 'teaching profession' because 'teaching profession' suggests developing teachers'teaching ability,and the term 'teacher development schools' is better changed into 'teacher professional development schools' so as to be melted into 'PDSs' for promoting real and specific 'teacher professional development'.For further reason,the author raises that the PDSs'values are not 'teacher-centred',but 'learning oriented' and that the basic method of thinking concerning researches on PDSs needs to be shifted from the closed-isolated to the open-integrated.

关 键 词： 教学专业 专业发展学校 教师 学生 学习结果

领　　域： [文化科学] [文化科学] [文化科学]