教师教育实践课程改革的冷思考  

Calm Consideration of the Reform of Practical Curriculum in Teacher Education

作　　者：陈彩燕[1] 

机构地区：[1]广东第二师范学院教务处,广州510303

出　　处：《教师教育论坛》2015年第9期5-10,共6页Teacher Education Forum

基　　金：2012年广东省高等教育教学改革项目"基于创新型教师培养的高师课程改革研究"(编号:2012274);广东省教育综合改革试点项目"高师人才培养模式综合改革试点"(编号:121)成果之一

摘　　要：当前我国教师教育改革强调"实践育人",延长教育实践时间。从原因、表现、动机看,存在着对教师培养质量下滑简单归因、实习指导力量不足与实践基地建设滞后、一些利益主体并不把提高师范生培养质量放在第一位等问题;从后果看,其并不必然导致教师培养质量的提升,因为其容易弱化理论学习,而教师的职业特点及教师的教学实践能力形成需要以丰富的理论素养为基础。因此,必须改变当前教师培养中单纯延长教育实践时间的做法,平衡"理论育人"与"实践育人"的关系,教育实践必须首先是有理论的实践,其次是理论与实践有机结合的实践。The current reform of teacher education in China emphasizes ＂practical education＂ and extends the time of educational practice. Seeing from the reason, performance, and motivation, we find the following problems： careless attribution of the decline in teacher training quality, lack of practice guidance, slow practice base construction, some stakeholders＇ indifference to the quality of the students and other issues, etc. From the consequences, the extension does not necessarily lead to the improvement of the quality of teacher training, because it is easy to weaken theoretical study. However, theoretical knowledge is a fundamental factor in the characteristics of teaching profession and the cultivation of practical ability of teachers. Therefore, we must change the practice of ＂improving training simply by extending practical time＂ and keep a balance between ＂theoretical education＂ and ＂practical education＂. Educational practice is firstly the practice guided by theories, and then the practice with the organic combination of theory and practice.

关 键 词：教师教育 教育实践时间 理论育人 实践育人 

分 类 号：G652.3[文化科学—教育学]