| 论教师的教育境界 |
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| 引用本文： | 李小敏. 论教师的教育境界[J]. 机械工业高教研究, 2011, 0(3): 65-68 |
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| 作者姓名： | 李小敏 |
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| 作者单位： | 琼州学院教育科学学院,海南五指山572200 |
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| 摘 要： | 教育境界是教育主体觉解而形成的一种意义世界,是教育主体的＂灵明＂所照亮了的他所生活于其中的意义世界。教师的从教动机、教学技能、对专业角色层次的自我定位是审视教师教育境界的三个视角。＂行＂和＂悟＂是教师教育境界提升的两条路径。提高对自我期望的定位、注重知识的积累、加强能力的锻炼以及学会在教育教学中反思是教师教育境界提升的方法。
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| 关 键 词： | 境界 教师 教育境界 教育主体 |
On the Educational Bourn of Teacher |
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| LI Xiao-min. On the Educational Bourn of Teacher[J]. Higher Education Research, 2011, 0(3): 65-68 |
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| Authors: | LI Xiao-min |
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| Affiliation: | LI Xiao-min(School of Educational Science,Qiongzhou College,Wuzhishan,Hainan 572200,China) |
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| Abstract: | The educational bourn is a kind of meaningful world formed through the awakening of educational subjects.It is also the world that the education subjects live in.There are three perspectives to evaluate the educational bourn of teacher,namely the motivation of teaching,teaching skill,and career orientation.Practice and cognition are two paths for teachers to upgrade their educational bourn.To promote the educational bourn of teachers,it is very necessary to improve career orientation,emphasize on knowledge accumulation,strengthen practice in capacity,and learn to reflect in education. |
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| Keywords: | bourn teacher educational bourn education subject |
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