儿童哲学教师的知识结构及师资培育的优化策略  

The Structure of Knowledge of Child Philosophy Teachers and the Optimization Strategy of Teacher Cultivation

作　　者：高振宇 GAO Zhen-yu(School of Education,Hangzhou Normal University,Hangzhou Zhejiang 311121,China)

机构地区：[1]杭州师范大学教育学院

出　　处：《教师发展研究》2019年第3期108-116,共9页Teacher Development Research

基　　金：国家社科基金青年项目“近代中国儿童学学术史研究”(18CZS036)

摘　　要：对教师知识结构问题的不够重视或误解,是造成当前中国儿童哲学课程品质不高的症结所在。一名优秀的儿童哲学教师理应掌握五类基本知识,即哲学学科的内容知识、教学法知识、关于儿童的知识、课程知识及教育情境知识。欲使儿童哲学教师真正形成此系统的知识结构,师资培育的模式必须进行相应的变革:推行哲学家驻幼儿园(学校)项目,加强与国内外哲学系所及儿童哲学组织的紧密合作,借助儿童哲学机构及联盟的力量,开发更系统全面的师资培育课程体系。The insufficient attention to the structure of knowledge of teachers or misunderstanding it is the cause of the low quality of the current child philosophy curriculum in China. An excellent child philosophy teacher should master five kinds of basic knowledge, namely, the knowledge of philosophy, teaching methods, children, curriculum and educational situation. However, in order to make teachers truly form this systematic structure of knowledge, the model of teacher training must be reformed accordingly, that is, the philosophers stationed in kindergartens (schools) project should be carried out, the close cooperation with the departments and institutes of philosophy at home and abroad and the organizations of child philosophy should be strengthened, and a more systematic and comprehensive curriculum system of teacher training should be developed with the help of the institutions and alliances of child philosophy.

关 键 词：儿童哲学教师 知识结构 学科教学法知识 师资培育 

分 类 号：G451[文化科学—教育学]