摘要
教师永远扮演着既是教师又是学习者的双重身份,适切的使用鹰架也可以促进教师的有效学习。鹰架理论应用于青年教师专业成长,要求无论是学校管理者或指导教师在引导支持青年教师专业成长时,都应努力与青年教师在其最近发展区内相遇,使引导与学习成为一种对话,而能否参与到问题解决的过程中、能否达成共识、反馈及时与促进其专业自觉的形成,是影响鹰架青年教师专业成长的主要因素。为此,高校需要顶层设计,制度创新,动态评价,建立从外在支持到内在参照的鹰架系统。
Teachers always play a dual role as both teachers and learners,thus proper use of scaffolding also promotes teachers＇ effective learning. Scaffolding theory is applied to the young teachers＇ professional growth,which demands whether school administrators or tutors should meet in the zone of proximal development with young teachers,and make guidance and learning become a kind of dialogue. The main factors influencing the scaffolding young teachers professional growth includes the following： whether be involved in the process of problem solving,whether reach a consensus,timely feedback and promote the formation of professional consciousness. Therefore,colleges and universities need top-level designs, system innovations, dynamic evaluations and establish a scaffolding system ranging from external support to internal reference.
出处
《当代教师教育》
2016年第2期23-26,共4页
Contemporary Teacher Education
基金
江苏省高校优秀中青年教师和校长境外研修计划
关键词
鹰架
高校青年教师
专业成长
学校管理者
指导教师
scaffolding
young teachers in colleges
professional growth
school administrators
tutors
