师范教育改革中人文精神与科学精神教育的缺失及对策  

Deficiency of Education of Human & Science Spirits in Reform of Teacher Education & the Solutions

作　　者：刘国华[1] 邱德雄[1] 

机构地区：[1]长江师范学院教育科学学院,重庆408100

出　　处：《教育理论与实践（学科版）》2011年第8期6-8,共3页

基　　金：重庆市社科规划项目<我国西部地区普通高校定位的理性选择>(项目编号:2009JY01);重庆市高等教育教学改革立项项目<新建地方高师本科院校人才培养模式改革及质量保障机制研究与实践>(项目编号:0832004);长江师范学院科研立项项目<西部新建本科院校师范生人文精神与科学精神培育的缺失与对策研究>的阶段性研究成果

摘　　要：师范教育改革十余年来,师范教育中的科学人文素质教育仍然式微,人文精神与科学精神教育缺失。根深蒂固的专业知识技能培养的本体师范教育观、把科学人文素质教育等同于科学人文知识教育、片面强调教育教学技能提升训练是其主要原因。师范教育改革应树立以人文精神与科学精神培养为目标,知识能力、人文精神与科学精神三维一体的师范教育发展观;在课程定位与内容设计上,体现人文精神与科学精神培育的维度;在培育的途径上,构建起课程教学、团学活动、文化活动、社会实践活动一体的师范生人文精神与科学精神培育的平台;在课程教学方法上,要选择知识传授与情感激发、启发、引导一体的教学方法。Since the 10-year reform of teacher education,in teacher education the quality education of science and humanities is still declining and the education of human spirit and the scientific spirit is missing.The major causes include the ontological concept of teacher education with the deep-rooted development of professional knowledge and skills,the equivalence of quality education of science and humanities to the education of science and humanity knowledge and the one-sided emphasis on the upgrading training of educational and teaching.Therefore,the reform of teacher education should set up the fostering of human and science spirits as a fundamental and the three-dimension-one-system of knowledge ability,human and science spirits as the concept of teacher education;in the location and design of courses,should reflect the dimension of nurturing human and science spirits;in the way to cultivate,it should build the platform which integrates course teaching,group learning activities,cultural activities,social practice into one for the cultivation of human and science spirits of normal students;in teaching method,it should select the teaching approach which combines knowledge imparting together with the emotional stimulation,enlightenment and guidance.

关 键 词：师范教育 人文精神 科学精神 

分 类 号：G659.21[文化科学—教育学]