论教师教育实践生态:要素、模式与启示  

On the Practical Ecology of Teacher Education:Elements,Models and Enlightenment

作　　者：秦启光[1] 李芙冰 QIN Qiguang;LI Fubing(School of Education,Huzhou University,Huzhou 313000,China;Yantan Town Central Primary School,Yongjia 325115,China)

机构地区：[1]湖州师范学院教师教育学院,浙江湖州313000 [2]岩坦镇中心小学,浙江永嘉325115

出　　处：《湖州师范学院学报》2022年第1期52-58,共7页Journal of Huzhou University

基　　金：2021年浙江省教育科学规划课题“教育进城背景下乡村小规模学校的治理实践研究”(2021SCG041)成果之一。

摘　　要：教师教育研究需要回归实践现场,分析教师教育实践场域内的要素。通过分析教师教育现场存在的"教师教育者""教师学习者""内容"和"环境"四个要素之间的互动,可以建构一个教师教育的实践生态模式。实践生态模式下的教师教育基于生态取向的哲学基础,倡导理论与实践的融合、复归人的主体性和创生性的建设路径,表现出系统性、主体性和动态性的特征。教师教育实践生态对教师教育研究及其实践具有重要的意义,具有历时性、共时性与现时性等诸多启示。It is essential that the research on teacher education should return to practice to analyze the elements in the field of teacher education practice.By analyzing the interaction between the four elements: “teacher as educator”,“teacher as learner”,“content” and “context” in the field of teacher education, a practical ecology model of teacher education can be constructed. Based on the foundation of ecologically oriented philosophy, teacher education under the practical ecology model advocates the integration of theory and practice and the construction pathreturning to people’s subjectivity and creativity, withthe characteristics of systematicness, subjectivity and dynamics. The practical ecology of teacher education is of great significance for research and practice, which provides diachronic, synchronic and current enlightenment.

关 键 词：教师教育 实践生态 要素 模式 启示 

分 类 号：G652.4[文化科学—教育学]