“训练营”在教师基本素养与能力发展中的运用——非师范毕业新进教师专业素养发展研究  

The Application of “Training Camp” in Teachers' Basic Literacy and Ability Development: A Study of professional Literacy Development for Newly Graduated Non-normal College Students

作　　者：王玉琼[1] 苟健[1] WANG Yu-qiong GOU Jian(Office of Academic Affairs, East China Normal University, Shanghai 200062, Chin)

机构地区：[1]华东师范大学教务处,上海200241

出　　处：《教师教育研究》2017年第2期17-24,共8页Teacher Education Research

摘　　要：非师范毕业新教师的基本教育素养和能力不足日益凸显,并由于缺乏科学配套制度而加剧。训练营模式侧重借助实景(模拟)下的问题解决来解决素质和能力的不足,该模式首先要求在对学员情况和教育教学发展,对基本素养和能力进行科学分解,形成科学有机的系列"训练营"。训练营是真实教育教学生活的"浓缩",它是建立在典型性问题和代表性问题的研究基础上,基于真实(模拟)场景,围绕问题解决而进行的素养发展和能力训练而展开的系列活动。通过科学的组织、运行和评价,训练营将能够帮助非师范毕业新教师搭建起基本的素养框架和能力结构,为其后续科学持续的专业发展奠定基础。The lack of basic education literacy and ability of newly graduated non-normal college students are becom- ing more and more prominent, and it is getting worse because of no scientific support system. The training camp mode which emphases on solving the problems in real or simulated situation is a good countermeasure. With this model, is necessary to scientifically decompose the basic literacy and ability to form a scientific and organic series of training camp. The training camp is the ＂enrichment＂ of real education and teaching life. It is built up on the research of typ- ical and representative problems, and it is based on the real or simulated scene, problem solving was used for literacy development and capacity training. Through scientific organization, operation and evaluation, the training camp will be able to help newly graduated non-normal college students to build a basic framework of literacy and capacity struc- ture, lay the foundation for their continued professional development.

关 键 词：训练营 教师基本素养与能力发展 非师范 新进教师 

分 类 号：G451[文化科学—教育学]