教师专业发展,有其自身规律。北师大朱旭东教授的《教师专业发展理论模型》一文科学地揭示了教师专业发展的内涵、层次、基础、机制和环境等。本文以我的成长经历及天长小学师训经验,重点阐述教师专业的三阶发展。(文中观点均引自朱教授一文,不再一一注明。)建立“经验+反思”机制,发展为经验型教师准教师与新入职教师,没有经验,处于前经验主体层次。入职若干年,渐渐地有了经验,处于经验主体层次。“经验主体 Teachers professional development, has its own laws. Professor Zhu Xudong, a professor of Beijing Normal University, published a book titled ”Theoretical Model of Teacher Professional Development“ to reveal the connotation, level, foundation, mechanism and environment of teacher professional development. This article, based on my experience of growing up and the teacher training in Tianchang Primary School, focuses on the third-order development of teachers’ major. (The article’s viewpoints are all quoted from Professor Zhu’s article and will not be stated one by one.) The establishment of a mechanism of ”experience + reflection“ has developed into an experienced teacher and a newly recruited teacher with no prior experience and a subject level. Joined a number of years, gradually have experience, in the main empirical level. ”Experience the main body