师徒制下师范生“学习教学”研究——基于两名师范生教育实习的案例  

The Development of Teacher Trainees’“Learning to Teach”under the Mentor-Apprentice System:A Case Study of Two Teacher Trainees Educational Internship

作　　者：黄欣容 HUANG Xinrong(Research Institute of Higher Education,Fudan University,Shanghai,200433,P.R.China)

机构地区：[1]复旦大学高等教育研究所,上海200433

出　　处：《广东第二师范学院学报》2022年第4期41-53,共13页Journal of Guangdong University of Education

摘　　要：作为教师教育中重要的职前教育形式,师徒制有助于师范生更好地适应实习生活、学习课堂教学。聚焦师范生“学习者”的身份,关注其获得经验、参与教学、创造性学习的过程,对于优化现有师徒制带教模式、提升师范生培养质量具有重要意义。采取个案研究法,以N师范大学的两名师范生为研究对象,分析两名师范生向师父“学习教学”、获得教学经验的过程。研究发现,以学习的三大隐喻为理论基础,师范生实习过程中多以接受者、实践者的身份“学习教学”,未能更好地转型成为创造性的反思者。在师父的指导下,尽管师范生教学的设计和实践能力都获得了显著的提升,但是师徒制下师范生学习教学仍然存在如下问题:师范生依赖师父教学经验,倾向于即时观摩和模仿资深教师,也缺乏创新和质疑的勇气。基于此,建议实习学校进一步丰富师范生的教学体验、鼓励带教教师和师范生多主体的教学参与、共同发展平等互利的师徒关系。As an important form of pre-service education in teacher education,the mentor-apprentice system helps teacher trainees adapt to internship life and learn methods of teaching.Focusing on the identity of teacher trainees as learners and the process of acquiring,participating,and creatively transferring senior teachers'experiences,is important to optimize the existing teacher-apprentice teaching model and improve the quality of pre-service teacher training.A case study approach was adopted to analyze the process of teacher trainees“learning to teach”and acquiring teaching experience from their mentors,using two teacher trainees from Chinese 211 Normal University as the subjects.The research found that,based on the three metaphors of learning,the teacher trainees“learned to teach”more as receivers and practitioners during the internship,but failed to transform better into creative reflectors.Under the guidance of their mentors,although the teaching design and practice of teacher trainees have been significantly improved,there are still some problems in the learning and development of teacher trainees'teaching under the mentor-apprentice system:the teacher trainees rely on mentors'teaching experience,they are likely to just observe and imitate instantly in the internship,and they also lack the courage to innovate and question in face of doubts.Based on the findings and conclusions of the research,it is recommended that the internship schools further enrich the teaching experiences of teacher trainees,encourage multi-subject teaching participation of both mentors and teacher trainees,and jointly develop an equal and mutually beneficial teaching relationship.

关 键 词：师徒制 教师学习 师范生 学习隐喻 

分 类 号：G652[文化科学—教育学]