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反思型、研究型教师的提出,使教师的专业成长更加立足于教师的个体实践之中,而在实践中萌发的教师个人理论很长一段时间都只停留于教师个人的反复试误和教师间的口耳相传的层面上,表现出"隐性"和"零散性"的特点。本文从生活史叙述与学习型组织两个渠道来探讨教师的个人理论管理,使之显性化、系统化。
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基本信息:
中图分类号:G451.1
引用信息:
[1]徐冰,姜勇.教师个人理论与教师专业成长[J].全球教育展望,2004,33(08):52-56.