作　　者： ; ;

机构地区： 深圳大学师范学院

出　　处： 《深圳信息职业技术学院学报》 2010年第1期49-52,共4页

摘　　要： 行政导向的各级教研组织强调共性,容易忽视个性;强调学科,容易忽视整体:强调等级,容易忽视自主,这些特点不利于形成教师专业共同体。教师作为专业人士,应突出其专业自主权,专业导向的教师社群可以通过灵活的沟通形式、深入的专业对话激发教师创造性,从而促进教师专业发展。 Administration-oriented teaching and research groups at all levels are inclined to emphasize the commonalities, but easy to overlook the individualities; to stress individual subjects, while fail to treat them like a whole; to give prominence to ideas about rank, but easy to neglect the autonomy. These features are not conducive to the formation of a profession-oriented teacher community. As a professional, the teacher should highlight his or her professional autonomy. Through flexible ways of communication and in-depth professional dialogue, profession- oriented teacher community can easily make teachers more creative and initiative, thus to keep on promoting their professional development.

关 键 词： 教师专业发展 专业导向 教师社群 教研组

领　　域： [文化科学] [文化科学]