教师的认知开放性是与教育教学行为关联紧密的信念、价值观、信息感知等的开放性,它会对教师的自身发展、教育教学行为产生深刻影响. 教师认知开放性的结构包括认知广泛性、思维发散性、感知敏锐度、求新内驱力、信念合理化、抗认知闭合等六个维度. 教师的认知开放性在年龄、性别、学科等方面存在较复杂的结构性差异. 认知开放性是教师专业发展过程中的重要心理品质,教师认知开放性的差异对教师专业发展具有一定的影响作用,可以通过加强自主研读与修炼、强化教学实践与反思等四个主要途径,有效提升教师认知开放性的水平,促进教师专业发展.%Teachers'cognitive openness refers to the openness of the beliefs , values and information awareness which are closely linked with education and teaching .It has a deep impact on teachers'cognitive universality , divergent thinking , perceptual acui-ty, innovation drive and belief rationalization , and anti-cognitive closure .There are complex structural differences in teachers'cognitive openness in age, gender, and subject, etc.Cognitive openness is an important psychological quality in the process of teachers'professional development , so the cognitive openness differences have a certain impact on teachers'professional develop-ment.It is possible to effectively improve teachers'cognitive openness by ways of strengthening the independent study and prac -tice, enhancing the teaching practice and reflection .
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