巴格莱与20世纪美国教师教育课程思想  

W.C. Bagley and the Teacher Education Curriculum Thoughts of America in the twentieth Century

作　　者：肖朗[1] 王少勇[1] 

机构地区：[1]浙江大学教育学院

出　　处：《天津师范大学学报（社会科学版）》2012年第3期65-71,共7页Journal of Tianjin Normal University(Social Science)

基　　金：教育部人文社会科学重点基地重大研究课题(07JJD880236)

摘　　要：20世纪的美国,教师教育课程的"学术性"和"师范性"的关系始终是一个争论不休的问题,也是教师教育改革中难以平衡的问题。为此,巴格莱提出了以造就"教师学者"为宗旨的"任教学科内容专业化"的主张,这成为其教师教育课程思想的核心观点。系统解读和把握巴格莱的教师教育课程思想,不仅有助于我们了解20世纪美国教师教育课程改革和发展的历史状况,而且对于转型期我国的教师教育与课程改革具有借鉴意义。The relationship between the academic and normality of teacher education curriculum is a riddle of Sphinx in America in the twentieth century. It is a difficult problem to deal with in teacher education reform. In order to solve the problem, W. C. Bagley put up the suggestion--＂professional- ized subject-matter＂ designed to train a ＂teacher-scholar＂. It is the core idea of his the teacher educa- tion curriculum thoughts. Interpreting and grasping systematically W. C. Bagley＇s teacher education curriculum thoughts helps know about the history of the reform and development of teacher education curriculum in America in the twentieth century, It is also of valuable enlightenment for us to promote the reform and development of teacher education and its curriculum in the transformation period in China.

关 键 词：巴格莱 要素主义 教师教育课程 教师学者 

分 类 号：G652.3[文化科学—教育学]