论教师专业成长力的培育路径
龙宝新
摘要：教师专业成长力是导致教师专业成长速度改变的根本原因，是由精神力、学习力、执行力等构成的一个力系。教师专业成长力的形成需要经历一段孕育期与生长周期，对它的培育应该走生活培育、长线培育、内功培育和关联培育的新思路。扎根教育生活全面培育，注重细节培育、文化转变、全程关怀，强化人格精神、核心专业能力、教育风格方面的内功修炼，坚持两类问题对接、双轨并驱的教育思维，是持续提升教师专业成长力的应有视野。
关键词：教师专业成长力；生活培育；长线培育；内功培育
总结：1、教师教育系统服务于教师专业成长的根本形式是需要为其专业成长提供动力支撑和“力”的供给。这种力就是专业成长力。教师专业成长力是导致教师专业成长速度改变的根本原因，是教师在专业成长中体现出来的一种潜能与势态，是确保教师持续、快速、正向发展的力量构成的一个力系。教师专业成长的两大根本属性是：实践性和潜隐性。
2、教师专业成长的培育路径有四条：
①生活培育思路：教师的专业成长力就是在平实、平淡的教育生活中被孕育、被滋养起来的。
②长线培育思路：对教师专业成长力的培养应采取“慢节奏、重长远、保长效”的教育思路。
③内功培育思路：“内功”指教师的一般教育教学能力及其修养，此方面教师主要进行教育人格信念修炼、核心专业能力锤炼与教育风格塑造。
④关联培育思路：教师专业成长的类型是多样化的，这些具体的类型之间存在着一种复杂关联，对教师专业成长力的培育必须立足于这种内在关联上。
On the Ways to Cultivate Teacher’s Professional Growth Force
LONG Bao-xin
Abstract: Teacher’s professional growth force (TPGF), a primary cause of teacher’s professional growth, is comprised of internal dynamism, learning ability, implementation capacity and some other ingredients. Its formation needs people to carry on a long-term of unremitting effort. Therefore, news approaches like life cultivation, long-term cultivation and quality cultivation should be adopted in the cultivation of TPGF. To improve TPGF, people should base on everyday life in education, focus on daily details, culture transformation and caring all the way and highlight inner qualities like personal spirit, core professional competence and teaching styles.
Key words: teacher’s professional growth force; life cultivation; long-term cultivation; inner quality cultivation
Summary: 1.The basic form in which teachers’ education system serves teachers’ professional growth force is providing the motivation support and the “force” supply. The force means the professional growth force. Teachers’ professional growth force is the root cause of the speed change in teachers’ professional growth, a kind of potential and momentum that is embodied in teachers’ professional growth and a force system which includes the forces that guarantee the teachers’ continuous, high-speed and positive development. The two fundamental attributes of teachers’ professional growth is practicality and latency.
2. There are four cultivation paths of teachers’ professional growth:
①Life cultivation: TPGF is bred and nourished in plain everyday life in education.
②Long-term cultivation: To improve TPGF we should adopt the “slow-tempo, long-run, long-term” approaches.
③Quality cultivation: “Quality” refers to teachers’ general teaching ability and accomplishment. In this case teachers mainly carry on practice of education personality and faith, polish of core professional skills and shaping of educational style.
④Associated cultivation: The type of teachers’ professional growth is various, and among those specific types exist a complicated association. We must launch the cultivation of TPGF based on the inherent association.
出处：《基础教育》2013年6月第10卷第3期
搜集&翻译：王燕