全科与分科:小学教师职前培养模式的二元相持及并存之道  

Confrontation and Coexistence of Two Pre-service Training Models for Primary School Teachers

作　　者：李俊义[1] LI Junyi(Institute of Education and Psychology,Yuncheng College,Yuncheng 044000,China)

机构地区：[1]运城学院教育与心理科学系

出　　处：《教师教育学报》2020年第2期52-60,共9页Journal of Teacher Education

基　　金：山西省教育厅教学改革项目“新建本科院校专业优化调整研究——以运城学院为例”(J2018168),项目负责人:刘宽亮

摘　　要：目前,小学教师职前培养主要有全科模式和分科模式两种。二者在培养理念、培养目标、课程设置、实施结果、师资要求等方面不尽相同,但从学科分化与融合、小学阶段的课程政策、地域发展差异及小学教育的特征分析,两种模式都有存在的必要性,无法从整体价值上区分二者的优劣。两种模式可各自坚守传统的办学思路相向而行、突出特色;也可在培养理念、培养目标、课程设置上以共融、贯通、结合以及互补的方式来加以改进和优化。基于小学教师成长过程,应以教师不同素养不同阶段发展的比较优势来选择和构建小学教师职前培养的最佳模式。General training model and division training model are two main pre-service teacher-training models for primary school teachers.The two models are different in concept of culture,training objectives,curriculum program,results of the implementation,teachers requirements and so on.However,by analyzing features and status of primary education,differentiation and integration of disciplines,practical needs of primary education and regional development difference,we find that both of the two models are necessary and indispensable.It is hard to find which is superior in value and neither is likely to replace the other.The two models can adhere to the traditional ideas and outstanding features.They may merge ideas and curriculum to learn from each other.Through the analysis of the growth and development of primary school teachers,we choose and construct the best mode of pre-service training for primary school teachers based on the development of teachers at different stages of the best results.

关 键 词：小学教师 全科培养模式 分科培养模式 小学教育 人才培养 学科教育 

分 类 号：G650[文化科学—教育学]