新加坡小学价值观教育的实现路径--基于品格公民教育的视角.pdfVIP

( Beijing Institute of Education, Beijing, China) [Abstract] Aiming to improve teachers’ quality, Beijing Municipal Education Commission starts up an innovative teacher development program named “The Learning and Research Center For Beijing Rural Primary Secondary School Teachers” since 2008. This paper investigates the dynamics of effective teacher learning based on the three planes of analysis corresponding to personal, interpersonal, and social-cultural-institutional processes from the perspective of sociocultural theory. What teachers learn under the guidance of master teachers in quality schools should far beyond the acquiring of knowledge and skills with more attention to the moral dimension of teaching, the normative of pedagogy and professional identity, which is more influential for teachers continuing professional development. In order to enhance the quality of teacher training, long-term, systematic collaborative learning environment should be created in the situation of practice, teachers’ professional autonomy, learning consciousness and professional identity need to be enhanced, and policy and organizational support should also be provided by policy makers and school leaders. [Key Words] teacher learning; sociocultural theory; teacher professional development; rural teachers [Author] Zhong Yani, Ph.D. and Director of Teacher Education Research Department, Teacher Training Center in Beijing, Beijing Institute of Education (Beijing 100120 ) 新加坡小学价值观教育的实现路径 ——基于品格与公民教育的视角 周伊菲 （广西师范大学 教育科学学院，广西 桂林 541004） [摘