教师教育课程范式变革及其启示  

Curriculum Paradigm Reform and Its Implications for Teacher Education

作　　者：余德英[1] 王爱玲 

机构地区：[1]广东肇庆学院外国语学院,广东肇庆526061 [2]山西省教育科学研究院,山西太原030009

出　　处：《教育理论与实践》2018年第1期43-46,共4页Theory and Practice of Education

基　　金：广东省高等学校教育教学改革项目“基于卓越师资培养的教师教育课程综合改革研究”(项目编号：粤高教函[2015)173号)的部分研究成果.

摘　　要：教师教育课程范式先后经历了从"以知识为本位,以传递为中心"到"以能力为本位,以训练为中心"再到"以标准为本位,以实践为中心"的三次大变革。每一次变革都有其不同的特点和原因,这三次变革反映出人们对教师角色定位和职业特性的认识经历了一个不断深化的发展过程。它们对当前教师教育课程改革的启示在于:加强以实践为中心的课程理论研究;构建以实践为中心的教师教育课程格局;探索以实践为中心的教学方法;加强数字化时代教师职业标准研究。as its basis and Curriculum paradigm of teacher education has experienced three big reforms： from ＂taking knowledge transfer as its center＂ to ＂ taking ability as its basis and training as its center, and then to ＂taking stan- dard as its basis and practice as its center＂. Each reform has its specific features and reasons, but also shows that people＇s understanding of teachers＇ role orientation and job characteristics has improved in a constantly deepening way. Their implications for the current curriculum reform of teacher education lie in： strengthening the practice-oriented re- search of curriculum theory; building the practice-oriented curriculum pattem of teacher education; exploring the practice-oriented teaching methods; and enhancing the study of teachers＇ professional standards in digital times and deepening the curriculum reform of teacher education.

关 键 词：教师教育 课程范式 以实践为中心 课程理论 课程格局 教学方法 教师职业标准 

分 类 号：G650[文化科学—教育学]