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教师专业化概念持续深化始于二十世纪80年代的世界规模的教育改革。二十世纪90年代,我国素质教育改革不断深入,其中大学语文教育尤为突出,教师自身的可持续发展及该科目教学适应当代学生发展要求成为教师专业发展的基础。本文通过文献研究法建构理论模型,模型要素包括教育知识、教育能力、教育精神、科研学术修养这四大方面。建构大学语文教师专业发展的模型,可以促进其自身的终身化、一体化发展,有利于形成专业程度高的教师队伍并改变教学现状。
The concept of teacher specialization continued to deepen world-wide educational reform that began in the 1980s. In the 90s of the 20th century, the reform of quality education in our country continued to deepen. Among them, the Chinese language education in universities was particularly prominent. The teachers’ own sustainable development and the teaching of the subject adapted to the requirements of contemporary students became the basis of teacher professional development. This article constructs the theoretical model through the literature research method. The model elements include four aspects: education knowledge, education ability, education spirit and scientific research and academic cultivation. Constructing a model for the professional development of university Chinese teachers can promote their own lifelong and integrated development, help to form a professional team of teachers and change the teaching status quo.