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教师假性成长主要是指在职教师经历了一系列的外部环境的影响以及专业成长所必需的物质条件及过程,但其专业思想、专业能力、专业心理品质等方面并没有产生明显的变化以及预期的效果。当前,由于中小学教师自身的原因以及教师教育流于形式等导致了教师假性成长,这种假性成长的危害是显而易见的。因此,可以通过倡导教师反思性实践,开展行动研究;改革教师评价模式等措施,来消解中小学教师的假性成长。
Teachers’ pseudo-growth mainly refers to the in-service teachers experienced a series of external environment and professional growth necessary material conditions and processes, but its professional thinking, professional ability, professional psychology and other aspects of quality did not produce significant changes and expectations Effect. At present, the harm of such false growth is obvious due to teachers ’pseudo-growth caused by the reasons of primary and secondary school teachers themselves and teachers’ formal education. Therefore, it is possible to eliminate the false growth of primary and secondary school teachers by advocating teachers ’reflective practice, carrying out action research and reforming teachers’ evaluation models.