实践取向背景下的教师教育理论课程:危机、重构与支持系统  

Teacher Education Theory Curriculum Under the Background of Practice Orientation:Crisis,Reconstruction and Support System

作　　者：王吉春[1] 王金霞[2] 陈寒[1] WANG Jichun;WANG Jinxia;CHEN Han(Mianyang Teachers’College,Mianyang,Sichuan,621000,China)

机构地区：[1]绵阳师范学院,四川绵阳621000 [2]绵阳师范学院教育科学学院

出　　处：《教育与教学研究》2022年第12期34-44,共11页Education and Teaching Research

基　　金：四川省性社会学与性教育研究中心“四川省师范生性教育素养现状及提升策略研究”(编号:SXJYB1920);四川省统筹城乡教育发展研究中心“乡村振兴战略下乡村小学全科教师职前培养研究”(编号:TCCXJY-2019-A04);四川省一流本科课程“教育概论”(川教函【2020】620号)暨绵阳师范学院一流本科课程“教育概论”(编号:Mnu-JY20155);教育部新文科研究与改革实践项目“乡土情怀、交叉融合、实践取向:西部乡村卓越小学全科教师培养模式创新与实践”(编号:教高厅函[2021]3号)。

摘　　要：教师教育实践取向背景下,教师教育理论课程面临合法性、合理性以及自觉危机,也存在重构的机遇。教师教育理论课程应该在学科基本结构、过程与方法以及价值观“三位一体”的基础上,发展职前教师的实践反思能力:课程内容凸显生活化、实践化与结构化的融合,教学方式转向自主探究、合作对话与知识建构的结合;课程评价注重终结性、过程性、表现性评价的统一。实践取向的教师教育理论课程改革需要强化制度保障,建立一支“理”“实”融合的师资队伍,并谋求新技术的支持。Under the background of practice orientation in teacher education,teacher education theory curriculum is faced with the crisis of legitimacy,rationality and self-consciousness,and while fortunately there is still an opportunity for reconstruction.The teacher education theory curriculum should develop the practical reflection ability of pre-service teachers on the basis of the trinity of discipline basic structure,process and methods,and values:the curriculum content should highlight the integration of life,practice,and structure;teaching method should turn to the combination of independent inquiry,cooperative dialogue and knowledge construction;curriculum evaluation should pursue the unity of summative,formative and performance evaluation.The practice-oriented curriculum reform of teacher education theory needs to strengthen the system guarantee,establish a teaching staff that integrates“theory”and“practice”,and call for the support of new technology.

关 键 词：实践取向 教师教育 教育理论课程 

分 类 号：G451[文化科学—教育学]