乡村小学教师全科培养与资格认定的矛盾与调适研究  

The Contradiction and Adjustment of the Comprehensive Training and Qualification of Rural Elementary School Teachers

作　　者：泮梦婷 黄兴帅 Pan Mengting;Huang Xingshuai(Anqing Normal University,Anqing 246011)

机构地区：[1]安庆师范大学教育学院

出　　处：《当代教育论坛》2018年第2期56-63,共8页forum on contemporary education

基　　金：本文系安徽省哲学社会科学规划一般项目“城镇化背景下农村小规模学校发展研究”(AHSKY2014D30)和安徽省高等教育振兴计划重大教学改革研究项目“基于高校-地方政府-中小学三方合作的师范生教学实践能力培养机制探索与改革实践”(2014zdjy087)的阶段性成果。

摘　　要：乡村小学教师全科培养是现阶段培养乡村教师的主要模式,而现有的小学教师资格认定采取的单科化的评估方式,这远不足以鉴定乡村小学教师的全科教学技能,同时也造成资格认定趋于形式化。在我国,导致这两者之间质与量的矛盾根源在于小学教师资格认定缺少自我调节机制,动因在于我国长期处于城乡二元体制。为此,未来的乡村小学教师资格认定制度,应构建认定成员多元化、改进资格认定实施过程、增设有效评价机制的调适路径,以适应乡村小学教师全科培养质的要求。At present,the main mode of cultivating rural teachers is"rural elementary school teacher comprehensive training",while the recognition of elementary school teacher qualificationsadopts a sing-subject mode.This reality is far from sufficient to identify the whole teaching skills of rural elementary school teachers,and it also leadsthe recognition of the qualifications to be more formal.In China,the root cause of the difference in quality and quantity is the lack of self-regulation system in the qualification recognition of elementary school teacher,and the motivation is that China has been in dual system of urban and rural for a long time.Therefore,in the recognition system of rural elementary school teachers"qualification,it is necessary to construct the adaptive path of identifying the members^diversity,improving the qualification process and adding an effective evaluation mechanism,to adapt to the quality requirements of rural primary school teachers general training.

关 键 词：乡村小学教师 全科培养 教师资格认定制度 自我调节机制 

分 类 号：G625.1[文化科学—教育学]