知识转型背景下的教师教育课程改革探索  

Curriculum Reform of Teacher Education under the Background of Knowledge Transformation

作　　者：彭松林[1] 

机构地区：[1]广西师范大学生命科学学院,广西桂林541004

出　　处：《高教论坛》2012年第12期54-56,66,共4页higher education forum

基　　金：2011年新世纪广西高等教育教改工程立项项目"师范专业学生教师职业技能培养体系综合改革的研究与实践"(2011JGA015)

摘　　要：客观、普遍和中立的现代科学知识观给教师教育带来了深刻的影响,从根本上制约了课程教学论的发展与变革;当代知识观从认识论和方法论上对教师教育改革产生重要推动作用,促成了人们对教育尤其是教师作用的重新思考;更新课程内容体系,营造新型的课堂环境,重新定位师生关系,丰富教育教学方式,打造新型教师教育共同体,将彻底改变当前我国教师教育的现状,是教师教育改革的关键所在。The objective, universal and neutral modern scientific knowledge concept has a profound effect on teacher education and fundamentally restricted the course teaching theory＇s development and reform. The contemporary knowledge concept pro- duce an important role in the reform of teacher education with the view of its epistemology and methodology. It leads us to re- think the role of education or especially of the teacher. Starting from the reform of curriculum content system, we should create a new type of the classroom environment and new relations between students and teachers,then enrich our teaching mode and create a new teacher education community. These will completely change the current teacher education in our country.

关 键 词：知识转型 教师教育 课程改革 

分 类 号：G642[文化科学—高等教育学]