【作者】 段发明；

【导师】 石鸥；

【作者基本信息】 湖南师范大学 ， 课程与教学论， 2004， 硕士

【摘要】 近30年来，尤其是20世纪80年代以来，有关教师专业发展的课题作为国内外研究的热点，研究成果大量涌现，目前已经成为一个新的专门研究领域。21世纪初，随着中国基础教育课程改革从实验区向全国逐步推广，教师专业发展的问题备受关注，特别是对课程改革作为教师专业发展新生长点的思索，是教师专业发展研究在中国基础教育改革背景下的又一次“本土化”的阐释和实践。 依据思考的逻辑，本文首先确立教师专业发展内涵，并依此内涵分析教师专业发展的特点，着重突出价值转向、文化转型时期教师专业发展的实现方式、途径、特点，这是论文第一部分的内容。 论文第二部分试图说明，课程改革是教师成长的历史境遇，并通过对国内外重大课程改革历史的透析，检讨课程改革中教师成长的误区，引申出教师是在主动参与课程改革的过程中获得发展。 论文的第三部分主要围绕新一轮基础教育课程改革的新要求挖掘教师专业发展的新契机。以此次课程改革要求什么样的教师为出发点，推衍出教师专业发展的新指向、新动力、新途径。 最后，“走进”新一轮基础教育课程改革的实践，阐述“自我更新”取向的教师专业发展指导理论在实践中的新生长，重点凸现教师在改革实践中专业结构的进一步提升和完善，以及课程改革实践中教师教育、管理制度的转型和生成，从内在改变和外在支持两个方面实现教师专业发展的新生长。 本论文的主要观点： 课程改革造就一代教师。 教师是在介入课程改革中获得发展，课程改革与教师同行、共建。 新一轮基础教育课程改革对教师的新要求为教师专业发展提供了新契机。 教师专业发展在新一轮基础教育课程改革的实践中获得新生长。更多还原

【Abstract】 During the recent thirty years especially since the 1980s, topics about teacher professional development have been the hot point at home and abroad. And the research results have emerged enormously, which has currently become a new special research field.In the early 21st century, the problem of teacher professional development is greatly concerned with China basic education curriculum reform gradually being popularized from the experimental districts to the whole country. Especially, the thinking about curriculum reform being regarded as the new growth point of teacher professional development is another explanation and practice of teacher professional development study "localization" in the context of China basic education reform.Logically this thesis first establishes the connotation of teacher professional development, analyzes the characteristics of teacher professional development according to this connotation and stresses the realizing styles, ways and characteristics of .teacher professional development during the value transferring, culture transformation period. It is the content of the first part.The second part tries to show that the curriculum reform is the historical circumstances of teacher growth. Through the analyses of the history of curriculum reform at home and abroad, the author examines the error areas of teacher growth during curriculum reform, and deduces that it is during the process of participating curriculum reform actively that teachers can obtain development.The third part excavates the new opportunity of teacher professional development by encircling the new demand of current basic education curriculum reform. Beginning with what of teachers the reform requires, the author deduces the new direction, force and way of teacher professional development. The last part "enter" the practice of the current basic education curriculum reform. In this part, the author expounds the new growth in practice of teacher professional development theory of "self-renewal" approach. Especially the author stresses the further promotion and perfection of teacher’ s professional structure and transformation and formation of teacher education & management system in the reform practice in order to promote new growth of teacher professional development from internal change and external support . The main points of this thesis are:Curriculum reform brings up new teachers.Teacher gets development by joining the curriculum reform.The new requirements of the current basic educationcurriculum reform offer new opportunities to teacherprofessional development as well.Teacher professional development gets new growth duringthe practice of current basic education curriculum reform.更多还原