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教师智慧是其多方面素质高度个性化的综合表现,教师多维度的心理取向,决定了其在教学场自组织中的主导性作用。反思智慧的生成需要教师在教学场中长期感悟与反思,自我评价与他人评价相结合,通过实践来丰富智慧内涵,持续开展教研,促进专业成长。
Teachers ’wisdom is a highly individualized comprehensive performance of many aspects. Teachers’ multidimensional psychological orientation determines their dominant role in self-organization in the teaching field. The generation of reflection wisdom needs teachers ’long-term perception and reflection in the teaching field, the combination of self-evaluation and others’ evaluation, and the enrichment of wisdom through practice, continuing to carry out research and teaching and promote professional growth.