论文部分内容阅读
教师专业发展的最大动力应该来自于教师自身成长的需要,但现实中,外部因素已经逐渐成为迫使教师专业成长的主要动力,教师走上了“被成长”的专业发展之路。同时,一味地追求教学成绩,也使教师忽视了学科理论素养的提升。在此背景下,教师要想突破专业发展限制,就要自觉地参与教育科研,努力提升自己的专业素养。教师还要用爱表达德性伦理的专业情怀,以爱的方式从事教育并使之成为一种长期的自觉行为,享受师生共同成长的快乐。
However, in reality, external factors have gradually become the main force that forces teachers to grow professionally. Teachers have embarked on the path of professional development of “being prosperous.” At the same time, the blind pursuit of teaching achievements, but also to teachers ignore the academic quality of the subject to enhance. Under this background, if teachers want to break through the limitation of professional development, they should consciously participate in education and scientific research and strive to improve their professional accomplishments. Teachers also use love to express professional ethics and professional feelings, love to engage in education and make it a long-term self-conscious behavior, enjoy the joy of common development of teachers and students.