我国职前教师教育课程“静态化”发展样态的价值透视与建构  

The Value and Construction of the Static Developing Situation of the Pre-service Teachers' Education Curriculum in China

作　　者：朱成科[1] 郭少英[1] 

机构地区：[1]渤海大学课程与教学研究中心,辽宁锦州121000

出　　处：《当代教师教育》2013年第3期44-49,共6页Contemporary Teacher Education

基　　金：辽宁省教育科学规划重点课题(JG09CA002)

摘　　要：回顾我国近年来教师教育课程的改革历程,发现我国职前教师教育课程突显出的一系列问题,致使其呈现出一种"静态化"的发展样态。对我国教师教育课程发展的"静态化"样态的价值进行反思,分析我国职前教师教育课程样态的异化,笔者试图重塑教师教育课程的本体性价值、通识性价值、实践性价值以及标准化价值。在新的价值定位下体验实践化教学、建设模块化、梯度化以及融合化的职前教师教育课程,从而建构我国教师教育课程的理想样态。In review of the recent years reform of teachers＇ education curriculum in China, we can find a series of problems in the pre-service teachers＇ education curriculum which have caused a static developing situation. After reflecting on the value of the static developing situation of the teachers＇ education curriculum and analyzing the alienation of pre-service teachers＇ education curriculum, the writer of the present paper attempts to reshape the fundamental value, the general value, the practical value as well as the standardized value of teachers＇ education curriculum. Under the new value proposition, we will experience practical teaching, construct the Modular curriculum and the gradient curriculum along with the amalgamation curriculum.

关 键 词：职前教师教育课程 静态化 价值透视 建构 

分 类 号：G451[文化科学—教育学]