教师教育研究
教師教育研究
교사교육연구
Teacher Education Research
2015年
3期
31~35
,共null页
素质教育 教育观念 内化过程 转化策略
素質教育 教育觀唸 內化過程 轉化策略
소질교육 교육관념 내화과정 전화책략
quality-oriented education; education belief; internalization process; transforming strategy
新课程改革强调要首先转变教师的教育观念,然而教师的教育观念并不因为政策倡导和行政要求就会自然发生。本文分析了适应素质教育的教育理念的应有之意,指出教师的教育观念和政策倡导的教育理念的不同,提出将教育理念转化为教师个体化的教育观念的可能途径。
新課程改革彊調要首先轉變教師的教育觀唸,然而教師的教育觀唸併不因為政策倡導和行政要求就會自然髮生。本文分析瞭適應素質教育的教育理唸的應有之意,指齣教師的教育觀唸和政策倡導的教育理唸的不同,提齣將教育理唸轉化為教師箇體化的教育觀唸的可能途徑。
신과정개혁강조요수선전변교사적교육관념,연이교사적교육관념병불인위정책창도화행정요구취회자연발생。본문분석료괄응소질교육적교육이념적응유지의,지출교사적교육관념화정책창도적교육이념적불동,제출장교육이념전화위교사개체화적교육관념적가능도경。
In the latest curriculum reform, the most important thing is to changing teachers＇ education beliefs. However, the inert concept is hard to be altered automatically as newly policy and administration requirements. We analyzed connotation of quality-oriented education belief, compared differences between teachers＇ inert education beliefs and the idea policy and administration required. Based on analysis and comparison, we recommended possible approaches help ideas required by policy and administration internalize into teachers＇ personal education beliefs.
