教师教育课程改革:一种整合的观点  

The Reform of Teacher Education Curriculum: an Integrated Perspective

作　　者：王艳玲[1] 苟顺明[2] 

机构地区：[1]云南师范大学教育科学与管理学院,云南昆明650500 [2]云南师范大学职业技术教育学院,云南昆明650092

出　　处：《教育理论与实践》2012年第3期36-39,共4页Theory and Practice of Education

基　　金：王艳玲主持的教育部人文社会科学研究一般项目<教师专业化视野下发达国家教师教育课程改革的基本经验研究>(项目编号:09YJC880087)的阶段性成果

摘　　要：当前,我国教师教育课程存在的突出问题是理论与实践割裂。从教师知识的性质及其生成机制出发,教师教育课程改革需要遵循整合性、联系性和一致性的原则。具体来说,整合的教师教育课程设计要着眼于建构与积累实践性知识,课程实施要秉持探究取向,并且要在大学与中小学之间建立实践共同体。At present, the main shortcoming of our teacher education curriculum is that educational theory and practical experience are separated. According to the characteristics and the developmental mechanism of teacher＇s knowledge, the teacher education curriculum should follow the principles of integration, relation and coherence. To be concrete, the integrated teacher education curriculum should aim at constructing and accumulating practical knowledge, and its implementation should be inquiry-oriented, and try to build the practical community between university and schools.

关 键 词：教师教育 教师教育课程 实践性知识 整合 

分 类 号：G650[文化科学—教育学]