中小学综合实践活动课程教师职前培养的反思与改进  

Reflection and Improvement on the Pre-Service Training of Teachers of Integrated Practical Activities in Primary and Secondary Schools

作　　者：张朝珍 吴迪[1] ZHANG Chaozhen;WU Di(College of Education,Linyi University,Linyi,276000,China)

机构地区：[1]临沂大学教育学院,山东临沂276000

出　　处：《教师教育学报》2023年第1期35-41,共7页Journal of Teacher Education

基　　金：山东省研究生教育质量提升计划项目“基于EBE的全日制教育硕士教学能力培养模式研究与实践”(SDYJG19211),项目负责人:张朝珍;临沂大学本科教学改革研究项目“卓越教师教学素养的差异教育模式研究”(B10),项目负责人:张朝珍。

摘　　要：中小学综合实践活动课程的实施亟需专业化的指导教师队伍,但高校师范类专业尚不能满足与之相适应的教师职前培养规模和质量要求。其根源在于指导教师角色的跨学科、复合型定位与高校以分科教师培养为主的现状之间的矛盾,导致培养方案中综合实践活动课程虚化、能够胜任师范生培养工作的教师教育者不足和培养资源短缺等问题。综合实践活动课程专任教师的培养应从“主教与兼教相结合”的学科专业设置、“必修与选修兼备”的课程结构、多元培养主体的专业协同、“知行互动”的教学过程等方面谋求创新与突破。The implementation of integrated practical activity curriculum in primary and secondary schools urgently needs professional teachers, but the current normal majors cannot provide suitable teacher training of pre-service teachers based on the quantity and quality. The reason lies inthe contradiction between the interdisciplinary and compound positioning of the instructor’s role.The current situation of universities focuses on the training of disciplinary teachers, which leads to the integrated practical activity curriculum “weakened ”in the training program, lack of teacher educators who can train pre-service teachers and the shortage of educational resources. We need to seek breakthroughs through “combination of full-time and part-time teaching” major setup, “compulsory and optional” curriculum structure, professional coordination of multiple culturists, and the teaching process of “interaction between knowledge and action”.

关 键 词：教师职前培养 综合实践活动课程 教师教育 多方协作 知行互动 

分 类 号：G650[文化科学—教育学]