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1、美国教师领导力的发展：内涵、价值及其应用背景（外语教育研究 2014年第一期）【摘要】教师领导力理论肇始于20世纪80年代开始的美国教育改革，并在随后的几十年内得到了美国教育界的广泛研究和认同。在美国，该理论已经得到大规模的推广和应用，为各个级层教育部门制定相关政策提供了理论指导。但在国内，对这一理论的研究尚处于起步阶段，缺乏深入的探讨和研究。另外，被认为是（当然的）教师领袖的中国骨干教师的理念和实践推进，目前似乎尚处于复杂的混合模式阶段。【关键词】教师领导力；教师领袖；骨干教师The Development of Teacher Leadership in the United States
2、: Meanings, Values and Application ProspectsAbstract: The concept of teacher leadership rooted in the eduction reformed initiative of the 1980s in the United States. Since then, it has gained its momentum for decades. In fact, this concept has been widely promoted and applied, providing theoretical
3、guidance for relevant policy making at all levels of the education sector in the US. However, in China, this concept is still at the beginning stage, with a lack of deep exploration and study. On the other hand, for the concept and practice of Chinese backbone teachers who are considered to be the t
4、eacher leaders, there seem to be still in complex mixed-mode phase. Key Words: teacher leadership; teacher leader; the backbone teacher论教师作为研究者的内涵：教师研究性思维的运用教育学报2014年第一期摘要：教师作为研究者的内涵究竟是什么，教师作为研究者并不是让教师和专业的研究者那样去做研究、出研究成果，教师作为研究者的内涵实质在于教师研究性思维的养成和运用。实证研究和实践探究作为教师研究性思维养成的方法，都可以统一到杜威提出的科学思维方法上来，两者都需要教师
5、在个人实践经验中产生困惑和问题，进而提出假设，进行反思、实验，更新教学观念，改进教学行为，获得教学专业发展的自主性，最终促进学生智识的发展。关键词：教师作为研究者；研究性思维；实证研究；实践探究Teachers as Researchers: The Use of Research ThinkingAbstract: This paper clarifies the meaning of teachers as researchers. It argues that teachers being researchers dose not imply the need for teachers
6、to do research and make research achievement as professional researchers. The nature of teachers being researchers lies in the cultivation and use research thinking. The empirical study and the practical exploration are two approaches for teachers to learn research thinking. These two approaches can
7、 reach consistence in John Deweys idea of the scientific method of intelligence. Both approaches require teachers find research question in their practice, raise assumptions and make reflections and experiments. In this way, teachers can update their thoughts, improve the teaching and gain the autonomy of the professional development. Ultimately, it can improve the intelligence of students. Key Words: Teachers as researchers; research thinking; empirical study; practical study
