关于教师教育课程实践转向的反思  

Reflections on the Practice Turns of Teacher Education Curriculum

作　　者：叶波[1] 

机构地区：[1]四川师范大学教师教育学院,四川成都610066

出　　处：《课程．教材．教法》2015年第10期109-114,共6页Curriculum，Teaching Material and Method

基　　金：四川省哲学社会科学重点研究基地--四川省教师教育研究中心立项课题"教师教育课程实践转向的知识基础研究"(TER2015-001)

摘　　要：教师教育课程实践转向表征了教师知识对于教育教学实践逻辑的积极回应,需要从知识观层面对其作出理性审视。教师教育课程转入实践、转向个体、转为能力割裂了理论性知识与实践性知识的内在联系,缺乏对知识公共性的观照,忽视了知识生成与价值辩护,具有局限性。基于实践性知识的视域,教师教育课程的实践转向要求其课程建设注重理解性、对话性和生成性,在课程建设中,重视效果历史意识、注重问题整合知识、提供实验教学的课程实施和课程开发方法的整体转变是可能的策略。The practice turns of teacher education curriculum characterize the active response of teacher＇s knowledge to the education practice logic, and it needs to make rational look from the perspective of knowledge view. The fact that teacher education curriculum turns into practice, individuals and ability separates the intrinsic link of theoretical knowledge and practical knowledge, lacks the value of public nature of knowledge, and ignores the knowledge generation and value of defense, which has limitations. Based on practical knowledge horizon, the practice turns of teacher education curriculum require understanding, communication and generation in the curriculum construction. The possible strategies are paying attention to the effect of historical consciousness and the integration of knowledge- oriented questions, providing the overall changes of curriculum implementation and development methods of experimental teaching.

关 键 词：教师教育课程 实践转向 语境主义 知识观 

分 类 号：G65[文化科学—教育学]