| 论教育知识实在化过程中教师应具备的素质 |
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| 引用本文： | 王雪娟.论教育知识实在化过程中教师应具备的素质[J].山西高等学校社会科学学报,2006,18(3):110-112. |
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| 作者姓名： | 王雪娟 |
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| 作者单位： | 山西大学,山西,太原,030001 |
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| 摘 要： | 教师是教育知识实在化过程的主体,教师的素质是影响教育理论转化成教育现实的重要因素。教师在把教育知识转化为教育实践的过程中,崇高的职业精神是教师教育工作的内在动力,它主要包括坚定的职业信仰和开放的教育观念;教师合理的知识结构是教育知识实在化的客观条件;中介思维和教学监控能力是教师实践能力高低的关键所在。
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| 关 键 词： | 教育 知识实在化 教师 素质 能力 理论 实践 |
| 文章编号： | 1008-6285(2006)03-0110-03 |
| 修稿时间： | 2005年9月10日 |
On the Essential Qualitative Demands for Teachers in Knowledge Practicality of Education |
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| Wang Xuejuan.On the Essential Qualitative Demands for Teachers in Knowledge Practicality of Education[J].Social Sciences Journal of Colleges of Shanxi,2006,18(3):110-112. |
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| Authors: | Wang Xuejuan |
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| Abstract: | Teachers are the main body of knowledge practicality of education,and their qualities function as an important and influential factor in applying education theory to educational practice.In the teachers' practice of transforming education of knowledge into practice,their highly professional spirit is the inner motivation,mainly including a firm belief in their profession and an open mind on education.For teachers,whether their knowledge structure is rational or not is an objective condition for the knowledge practicality of education;their intermediary thinking and their ability to supervise teaching are the key respects in judging their practical aptitude. |
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| Keywords: | education knowledge practicality teachers quality ability theory practice |
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