专家教师的教学专长的知识观、技能观与成长观

胡谊

doi:10.16382/j.cnki.1000-5560.2000.02.008

专家教师的教学专长的知识观、技能观与成长观

doi: 10.16382/j.cnki.1000-5560.2000.02.008

胡谊

华东师范大学心理学系上海 200062

P. L. Grossman (1995). Teachers ’ Knowledge. In Anderson, L. W. (2nd ed.) International Encyclopedia of Teaching and Teacher Education. Cambridge University Press, Cambridge, UK. p. 20.
L. S. Shulman (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57, 1. p. 1.
E. D. Gagne (1993). How do We Characterize Expert Teachers? In The Cognitive Psychology of School Learning. (ed.). pp. 451 - 475.
F. E. Weinert, & A. Helmke, & F. W. Schrader (1992). Research on the Model Teacher and the Teaching Model. In F, K. Oser and A. Dick (ed.), Effective and Responsible Teaching:The New Syntheis. Jossey - Bass Publishers, San Francisco, pp, 251 -253.
D. C. Berliner. The Nature of Expertise in Teaching. In F. K. Oser and A. Dick (ed.), Effective and Responsible Teaching: The New Synthesis，Jossey - Pass Publishers. San Francisco, p. 227.
J. B. Biggs, & P. J. Moore，Learning about Better Teacher. In The Process of Learning (3 rd, ed). Prentice Hail. p. 485
C. Livingston, & H. Boiko (1989). Expert-Novice Differences in Teaching: A Cognitive Analysis and Implications for Teacher Edvcation. Journal of Teacher Educher Education 40. pp. 36 - 42.
D. C. Berliner (1995). Teacher Expertise. In Anderson, L. W. (2nd ed.). International Encyclopedia of Teaching and Teacher Education. Cambridge Univereity Press, Cambridge, UK., p. 40. p. 48.
D. C. Berliner (1995). Teacher Expertise. In Anderson, L. W. (2nd ed.). International Encyclopedia of Teaching and Teacher Education. Cambridge Univereity Press, Cambridge, UK., p. 40. p. 48.
A. Glatthom (1995), Teacher Development. In L. W. Anderson (2nd ed.). International Encyclopedia of Teaching and Teacher Education. Cambridge Univereity Press, Cambridge, UK. pp. 41 -45.
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出版历程
- 收稿日期: 1999-09-06
- 刊出日期: 2000-06-01

摘要

摘要: 在新教师向专家教师转化过程中，教学专长是其关键内容。从知识学习的角度，教学专长是专家教师必备的一类陈述性知识与程序性知识。从技能获得角度，教学专长又是专家教师具有的一种复杂的认知技能和即席创作的能力。从新教师向专家教师转化过程中，教学专长的获得具有阶段性的特点。
- 教学专长 /
- 专家教师 /
- 新教师
注释:

1) P. L. Grossman (1995). Teachers ’ Knowledge. In Anderson, L. W. (2nd ed.) International Encyclopedia of Teaching and Teacher Education. Cambridge University Press, Cambridge, UK. p. 20.

2) L. S. Shulman (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57, 1. p. 1.

3) E. D. Gagne (1993). How do We Characterize Expert Teachers? In The Cognitive Psychology of School Learning. (ed.). pp. 451 - 475.

4) F. E. Weinert, & A. Helmke, & F. W. Schrader (1992). Research on the Model Teacher and the Teaching Model. In F, K. Oser and A. Dick (ed.), Effective and Responsible Teaching:The New Syntheis. Jossey - Bass Publishers, San Francisco, pp, 251 -253.

5) D. C. Berliner. The Nature of Expertise in Teaching. In F. K. Oser and A. Dick (ed.), Effective and Responsible Teaching: The New Synthesis，Jossey - Pass Publishers. San Francisco, p. 227.

6) J. B. Biggs, & P. J. Moore，Learning about Better Teacher. In The Process of Learning (3 rd, ed). Prentice Hail. p. 485

7) C. Livingston, & H. Boiko (1989). Expert-Novice Differences in Teaching: A Cognitive Analysis and Implications for Teacher Edvcation. Journal of Teacher Educher Education 40. pp. 36 - 42.

8) D. C. Berliner (1995). Teacher Expertise. In Anderson, L. W. (2nd ed.). International Encyclopedia of Teaching and Teacher Education. Cambridge Univereity Press, Cambridge, UK., p. 40. p. 48.

9) D. C. Berliner (1995). Teacher Expertise. In Anderson, L. W. (2nd ed.). International Encyclopedia of Teaching and Teacher Education. Cambridge Univereity Press, Cambridge, UK., p. 40. p. 48.

10) A. Glatthom (1995), Teacher Development. In L. W. Anderson (2nd ed.). International Encyclopedia of Teaching and Teacher Education. Cambridge Univereity Press, Cambridge, UK. pp. 41 -45.