小学全科教师教育生态共同体建构探索  

An Exploration of Education Ecological Community Construction for the Elementary Integrated-disciplines Teachers

作　　者：李婧玮[1] LI Jing-wei(School of Education,Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《汉江师范学院学报》2020年第4期109-115,共7页Journal of Hanjiang Normal University

基　　金：2017年度湖北省普通本科高校“荆楚卓越人才”协同育人计划项目(鄂高教函[2017]29号,编号:70);湖北省教育科学规划课题“乡村振兴战略下湖北省乡村小学全科教师培养模式研究”(课题编号:2018GB085)。

摘　　要：全科教师是未来小学教师专业和职业发展趋势,应从教育生态学角度对全科教师教育进行全方位地审视。由于培养定位的局限性、培养实践的割裂性以及培养课程体系的冗杂性等问题,使全科教师的培养和发展陷入了生态困境之中。课堂教学生态环境、高校生态环境以及校际生态环境影响着全科教师的培养和发展。通过切实有效地构建基于师生互动的教学共同体、基于合作的组织文化共同体和“G-U-S”协同育人共同体,可以大幅改善和优化全科教师教育的生态环境。The elementary integrated-disciplines teacher is the trend of professional development of the primary school teachers in the future.From the perspective of educational ecology,the elementary integrated-disciplines teacher education should be scrutinized in all directions.Due to the limitations of training orientation,the fragmentation of training methods,and the complexity of the cultivation course system,the growth and development of the elementary integrated-disciplines teacher education has fallen into an ecological predicament.The ecological environment of classroom teaching,the internal ecological environment in colleges and universities and the ecological environment between schools affect the growth and development of the elementary integrated-disciplines teachers.Through the construction of a teacher-student interactive teaching community,a collaborative cultural community within the school,and a cooperative community of intercollegiate cooperation,an ecological environment of the elementary integrated-disciplines teacher education is optimized.

关 键 词：全科教师 教育 培养 生态共同体 

分 类 号：G625.1[文化科学—教育学]