论文部分内容阅读
教师的专业发展有两个必不可少的支点(称之为“两翼”),一个是对教学规律的研究,即把学科逻辑变成学生的认知逻辑;另一个是学科本底研究。显然,二者之间,对学科本底的研究更具有基础性。但我们面对着一个不争的事实,就是教师从业以后就不再关注学科本底的发展,因此,处于专业发展的不对称状态。据调查,无论是学士还是硕士、博士毕业的中学教师,在参加工作后,很多人都脱离学科本底,不再研究学科专业问题,而是更多地研究课程标准和教
The professional development of teachers has two essential fulcrums (called “wings”), one is the study of the law of instruction, that is, the discipline logic becomes the cognitive logic of students; the other is the study of the background of the discipline . Obviously, between the two, the research on the background of the discipline is more basic. However, we face an indisputable fact that teachers are no longer concerned about the development of the academic background after they practice their work. Therefore, they are in an asymmetrical state of professional development. According to the survey, no matter whether they are bachelors or masters and middle school teachers who graduated from doctors, after participating in the work, many people deviate from the background of the discipline and no longer study the problem of subject specialty. Instead, they study the curriculum standards and teach more