高师院校“全科型小学教师”培养案例的辩证分析  

Dialectical Analysis on the Cases of Training “Full-level Primary School Teachers” in Teachers Colleges

作　　者：汤广全 TANG Guangquan(Longyan University, Longyan, Fujian 364012, China)

机构地区：[1]龙岩学院

出　　处：《现代教育科学》2019年第6期89-92,145,共5页Modern Education Science

基　　金：国家社会科学资金项目“营利性与非营利性民办职业院校分类管理配套政策的耦合机制研究”(项目编号:16BGL167);教育部人文社会科学研究规划基金项目“儿童哲学中国化20年的探索与贡献研究(项目编号:19YJA880054);湖北省教改课题“基于教师职业核心素养的‘教育+学科’混合培养模式构建”(项目编号:2016344);龙岩学院博士科研启动项目“儿童哲学课程中国化的反思与建构”(项目编号:LB2018030)

摘　　要：中等师范教育全科教育的先例固然值得称道,但不能简单地成为高师院校“全科型小学教师”培养的样板。日本与美国相关高校“全科型小学教师”培养的范例有其内在的发展规律,又有其不可忽视的弊端,而我国高师院校“全科型小学教师”培养的逻辑既关涉教育内部的整体规划,又关涉教育与社会互动的系统工程的架构,绝非简单的“照葫芦画瓢”,更非一厢情愿的主观臆断。本文对国内中等师范教育的“全科教育”和国外“全科型小学教师”培养的案例进行分析,以期推动我国“全科型小学教师”的培养。The precedent of general education in secondary normal education is commendable, but it cannot be simply a model of training “general primary teachers” in normal colleges and universities.“ Japan and American universities”,“comprehensive type primary school teacher training paradigm has its inherent law of development, and its“ imperfections ”can not be ignored, and the normal colleges and universities in our country the logic of “comprehensive type primary school teachers ”training is regarding education within the overall planning, and relating to education and social interaction system engineering architecture, is by no means a simple“ slavish ”, arbitrary more than wishful thinking. This paper analyzes the cases of “general education” in secondary teacher education in China and “general primary school teachers” in foreign countries, in order to promote the training of “general primary school teachers” in China.

关 键 词：高师院校 全科型小学教师 中等师范教育 

分 类 号：G451[文化科学—教育学]