Exploration of Teaching Concept Formation of Double-position Teachers

DOI

10.2991/icemit-15.2015.3How to use a DOI?

Keywords

“Double-position”, Teacher, Teaching

Abstract

At present, China is accelerating application-oriented university construction. “double-position” teachers become important teaching resources. This paper describes daily teaching behavior of a “double-position” teacher from the perspective of educational narrative, explores the formation reasons and reveals “double-position” teachers form unique teaching cognition and teaching implementation behavior in learning situation creation, learning community creation, guiding ideology and communication method of cognitive apprenticeship type.

Copyright

© 2015, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Junxia Chen
PY  - 2015/10
DA  - 2015/10
TI  - Exploration of Teaching Concept Formation of Double-position Teachers
BT  - Proceedings of the International Conference on Education, Management and Information Technology
PB  - Atlantis Press
SP  - 11
EP  - 15
SN  - 2352-5398
UR  - https://doi.org/10.2991/icemit-15.2015.3
DO  - 10.2991/icemit-15.2015.3
ID  - Chen2015/10
ER  -