| 研究性学习课程设计性质中的教师专业发展取向 |
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| 引用本文： | 赵明仁,黄显华. 研究性学习课程设计性质中的教师专业发展取向[J]. 教育理论与实践, 2006, 0(7) |
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| 作者姓名： | 赵明仁 黄显华 |
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| 作者单位： | 西北师范大学教育学院 甘肃兰州730070(赵明仁)，香港中文大学教育学院 中国香港(黄显华) |
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| 摘 要： | 研究性学习的课程设计在目标、内容与组织、评价、资源和教学过程方面具有与学科课程不同的性质。在知识技能取向、自我理解取向和生态改变取向以及三种取向的结合下,教师专业应有不同的发展,以应对研究性学习对教师形成的挑战。
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| 关 键 词： | 研究性学习 性质 教师专业发展 取向 |
The Teacher Professional Development Perspectives in the Nature of Curriculum Design on Project-based Learning |
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| ZhAO Ming-ren,HUANG Xian-hua. The Teacher Professional Development Perspectives in the Nature of Curriculum Design on Project-based Learning[J]. Theory and Practice of Education, 2006, 0(7) |
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| Authors: | ZhAO Ming-ren HUANG Xian-hua |
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| Abstract: | There are many differences between project-based learning and subject curriculum in objectives, contents and organization, evaluation, resources and teaching-learning process. Based on the orientations of knowledge/skill, self-understanding, ecological change, teachers should have different professional development to meet the challenge brought by the project-based learning. |
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| Keywords: | project-based learning nature teacher's professional development perspectives |
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