摘要
没有教师发展 ,就没有成功的教育改革。在教育改革中 ,教师的行为发展经历了未实施、定向、准备、机械地实施、常规化、精制化、整合以及更新 8个阶段。评价这些阶段的常用方法有行为观察法、分支式访问法和聚焦式访问法等。改革倡导者宜根据教师的具体发展阶段 ,采取相应的促进性措施 ,达到教师发展和改革成功的双赢局面。
Successful reforms depend on teachers' development. In educational reforms, teachers' levels of use include 8 phases: non-use, orientation, preparation, mechanical use, routine, refinement, integration, and renewal. Methods of evaluating teachers' levels of use are long-term observation, branching interview, and focused interview. Reformers should take corresponding measures to promote teachers' levels of use and facilitate the reform process.
出处
《华南师范大学学报（社会科学版）》
CSSCI
2004年第1期122-127,共6页
Journal of South China Normal University：Social Science Edition
关键词
教师发展
教育改革
教师行为发展
teacher development
educational reform
levels of use
