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篇名 |
论教师职业的”去理论化”现象
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並列篇名 | Reflection on the “De ─ theorization” Phenomenon of Teacher Profession |
作者 | 刘旭东 |
中文摘要 | 教师工作具有浓重的知识背景。以往,制度化教育使教师在教学活动默认某种当然的理念,无视自身本有的”个人知识”。然而,随着时代的发展,教师职业越来越被认为是专业,凸现了教师是创造性的课程实施者的角色。为此,教师需要再概念。 |
英文摘要 | Teachers’ work is largely based on knowledge. In the past, the systemized education made teachers give tacit consent to some “undoubtable” theories in their teaching, and neglected their own “personal knowledge”. However, with the development of society, teacher’s occupation is more and more considered as a profession, protruding its creativity in carrying out curriculum. Therefore, we should rebuild the views on education, knowledge, teaching, teacher’s dignity and teaching time─space. |
起訖頁 | 47-51 |
關鍵詞 | 教师、思考、去理论化、reflection、de-theorization、teacher |
刊名 | 教師教育研究 |
期數 | 200605 (18:3期) |
出版單位 | 北京師範大學 |
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| 柯兰迪宁实践性知识观中的”教师喻像”内涵诠释 |
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| 从教师职业的公共性看教师的权利及其界限 |