摘要
通过对广东省F学校教师的调查发现,“双师型”教师培养期待切合实际需求的分阶段培养方式,倾向深入性与可借鉴性强的培养措施,抵触高压式与形式化的培养策略。基于此,本文从分阶段、强参与和减压力三方面构建教师分层分类培养体系,以情境学习助力教师蝶化发展,以回归“双师型”教师的发展本质。
Through a survey of teachers at F school in Guangdong Province,it was found that the cultivation of"double-qualified"teachers is expected to adopt a phased training approach that meets practical needs,and also adopt in-depth and reference oriented training measures,resists high-pressure and formal training strategies.Based on this,a hierarchical and classified training system for teachers is constructed from three aspects:phased,strong participation,and stress reduction.Situational learning is used to assist teachers in their professional development,and the development essence of"double-qualified"teachers is returned.
作者
赵小春
ZHAO Xiao-chun(Office of Educational Administration,Foshan Polytechnic,Foshan,Guangdong 528137)
出处
《岳阳职业技术学院学报》
2023年第2期10-14,共5页
Journal of Yueyang Vocational and Technical College
基金
2018年广东省青年创新人才类项目(人文社科)“基于教师发展阶段理论的职教能力建设的校本研究”(2018GWQNCX009)
佛山职业技术学院校级教育教学改革研究与实践项目“基于能力导向、项目引领的高职院校教师专业发展模式研究”(2019JG-021)。
关键词
“双师型”
培养
现状
double-qualified
cultivate
present situation
