【作者】 刘六生；

【导师】 罗黎辉；

【作者基本信息】 云南师范大学 ， 教育学原理， 2005， 硕士

【摘要】 本论文主要是探讨如何构建教师专业发展合理价值取向的问题。长期以来,有关教师专业发展的研究者很少立足于教师职业的特点来认真审视教师专业发展的价值取向问题,经常是套用其他成熟的专业如医生、工程师、律师等的专业发展模式和标准来研究教师专业发展的问题,这使得教师专业发展难以取得理想的效果,因为价值取向决定着实践活动的方向和性质,也决定着实践活动的成败。我们只有在把握历史,立足现状的基础上,运用逻辑思维和比较分析的方法,系统回顾教育价值取向的历史沿革,全面把握教师的职业特点及社会和教师自身对教师专业发展的需求,并深刻理解教师职后教育中对教师生命价值的呼唤,才能构建合理的教师专业发展价值取向。 本研究首先从当前我国教师专业发展价值取向的现状分析入手,探讨了由于教师专业发展价值取向的偏颇,使得当前旨在促进教师专业发展的教师职后教育出现了诸多弊端,并从三个方面做了必要的原因追究;接着,本论文重点讨论了如何以教师生命价值为内核,实现教师专业发展社会价值取向与教师自我价值取向的统一,并从“这两种价值取向为何可以统一”,“统一后的价值取向特点是什么”,“双重统一价值取向指导下的教师专业发展取向是怎样”三方面展开论述;最后,论文对教师职后教育中如何落实教师专业发展的双重统一价值取向,即教师专业发展双重统一价值取向的有力保障——教师专业发展评价的问题做了初步的探讨,这主要是从“专业发展”的视角反思了现行教师评价的诸多弊端,并阐述了教师专业发展评价兴起的简要过程,分析了教师专业发展评价的基本内涵与主要特点,并从理论上构思了教师专业发展评价的基本模式。更多还原

【Abstract】 The purpose of this essay is to explore how to construct reasonable value tropism of teacher’s professional development. From a long time, researchers on teacher’s professional development often study the value tropism of teacher’ professional development in terms of the professional development modes and standards of doctors, engineers and lawyers, instead of from the aspect of profession. Therefore, the research work didn’t result in good effectiveness, because the direction, character and the success of practice rely on the value tropism. Only if we can use logical and comparative methods to review the educational value tropism systematically on the basis of history and reality, and only if we can master the professional features of teacher and the requirement for the teacher’s professional development from society and teachers themselves, and only if we can understand teacher’s requirement for life value during their in—service education, can we construct reasonable value tropism of teacher’s professional development.Firstly, this essay analyzed the features of teacher’s professional development, which is directed by social value tropism, and then analyzed the disadvantages of teacher’s in—service education, which resulted from the imbalance of value tropism of teacher’s professional development; and this essay have analyzed this causes from three aspects. Secondly, this essay emphasizes on how to unify social value tropism and teacher’s self—valuedtropism at the core of life value of the teacher. This essay will formulate it from the following three aspects: why can the two different value tropisms are unified? What’s the feature of the value tropism after the unification? What the teacher’s professional development will be which is directed by the unified value tropism? Finally, this essay explored how to assess teacher’s professional development. From the aspect of "professional development", it meditated on modern teacher’s assessment and analyzed the concise process of the development of the assessment of teacher’s professional development, formulated the basic connotation and main features of the assessment of teacher’s professional development, and then constructed theoretical mode on the assessment of teacher’s professional development.更多还原