课程．教材．教法
課程．教材．教法
과정．교재．교법
Curriculum，Teaching Material and Method
2012年
4期
109~113
,共null页
田立君 杨宏丽 陈旭远
田立君 楊宏麗 陳旭遠
전립군 양굉려 진욱원
教师专业发展 与同行对话 与文本对话 与专家对话 与自我对话 与组织 对话
教師專業髮展 與同行對話 與文本對話 與專傢對話 與自我對話 與組織 對話
교사전업발전 여동행대화 여문본대화 여전가대화 여자아대화 여조직 대화
teachers＇ professional development; dialogue of the teacher and his partners; dialogue with text;dialogue with expert; dialogue with oneself; dialogue with organization
通过对话的方式可以促进教师专业发展。教师通过与同行对话可以激活专业发展自觉，与文本对话中可以逐渐澄清思想中的困惑，与专家对话中寻找到解决问题的路径，与自我对话中实现超越经验的理论生成，与组织对话中可以实现生态教师文化的创建。
通過對話的方式可以促進教師專業髮展。教師通過與同行對話可以激活專業髮展自覺，與文本對話中可以逐漸澄清思想中的睏惑，與專傢對話中尋找到解決問題的路徑，與自我對話中實現超越經驗的理論生成，與組織對話中可以實現生態教師文化的創建。
통과대화적방식가이촉진교사전업발전。교사통과여동행대화가이격활전업발전자각，여문본대화중가이축점징청사상중적곤혹，여전가대화중심조도해결문제적로경，여자아대화중실현초월경험적이론생성，여조직대화중가이실현생태교사문화적창건。
Dialogue promots professional development of teachers. Self-consciousness of professional development is activated in dialogue of the teacher and his partners. The confusion in thought is clarified gradually in dialogue with text. Means to solve the problems are found in dialogue with experts. Theories are generated out of experience through dialogue with oneself. The ecologial teacher culture is realized in dialogue with organization.
