职前教师学科核心素养形成条件探究  

A Probe into Conditions for Formation of the Subject’s Core Literacy of Pre-service Teachers

作　　者：邹万全[1] 王长安 陈梅[3] ZOU Wanquan;WANG Chang’an;CHEN Mei(School of Educational Science,Neijiang Normal Universiy,Neijiang,Sichuan,641100,China;Editorial Office,Neijiang Normal Universiy,Neijiang,Sichuan,641100,China;Supervision Office,Neijiang Vocational College,Neijiang,Sichuan,641100,China)

机构地区：[1]内江师范学院教育科学研究院,四川内江641100 [2]内江师范学院学报编辑部,四川内江641100 [3]内江职业技术学院教学质量管理与督导办公室,四川内江641100

出　　处：《内江师范学院学报》2022年第11期71-74,共4页Journal of Neijiang Normal University

基　　金：四川省哲学社会科学重点研究基地项目“物理教师核心素养形成的基本条件与有效途径研究”(TER2018-010)。

摘　　要：在新的历史时期,培养职前教师的学科核心素养是实现立德树人战略目标的根本任务,也是践行以人为本和回归教育本源的重要途径。学科核心素养是学生在接受某学科相应学段的教育教学过程中,逐步形成的适应个人终身发展和社会发展需要的某学科必备品格和关键能力,它是学科育人价值的集中体现。其形成条件包括高师院校师范专业教师学科核心素养须逐步提升、学科教学资源须充分保障和学科教学设计、实施与评价须“循规-转向-优化”。In the new historical period,the cultivation of the subject core literacy of pre-service teachers is the fundamental task to realize the strategic goal to foster character and civic virtue as well as the important way to practice the people-oriented concept and return to educational origin.The subject core literacy is the necessary quality and key ability formed gradually which is adapted to a person’s life-long development and need for social development.It epitomizes the subject’s educational value.Its formation conditions include gradual promotion of subject core literacy of normal universities,adequate guarantee of subject teaching resource and teaching design,and“rule-following,diversion and optimization”of implementation and evaluation.

关 键 词：职前教师 学科核心素养 形成条件 

分 类 号：G650[文化科学—教育学]