超越分裂:英属哥伦比亚大学教师教育课程融合转向的理论与实践  

Beyond Division: Theory and Practice of the Integration Turning in Teacher Education Curriculum at the University of British Columbia

作　　者：崔振成[1] 许天心[1] CUI Zhen-cheng;XU Tian-xin(Henan Normal University,Xinxiang 453007,China)

机构地区：[1]河南师范大学教育学部,河南新乡453007

出　　处：《黑龙江高教研究》2022年第10期81-87,共7页Heilongjiang Researches on Higher Education

基　　金：河南省教育科学重大招标项目“新时代师范生培养质量监测机制研究”(编号:2021JKZB05);河南省高等教育教学改革项目“立德树人导向下高校‘三全育人’协同机制创新研究”(编号:2019SJGLX246)的阶段性成果。

摘　　要：融合性思维既是对二元对立、单向度思维的扬弃与超越,也是对片面聚焦、价值失衡思维的规避与纠偏。在加拿大不列颠哥伦比亚省(BC省)基础教育课程改革逼促下,英属哥伦比亚大学(UBC)教师教育课程改革采取了“融合转向”的因应方案,其理论特质是融合性理论,其实践主体是师范生、教师教育者和基础教育工作者,主要表现为:理性与道德融合的课程文化、理论与实践融合的课程思维、专业与兴趣融合的课程规划、教师教育课程与基础教育课程融合的课程协作、探究与认知融合的课程实施、评价与发展融合的课程评价。UBC教师教育课程的融合转向取得了卓越的师范人才培养效果,当然也存在其自身的局限性。其对我国教师教育课程改革具有一定的启发与镜鉴价值。The integrated thinking is to sublate and surpass the binary opposition and one-way thinking, and also to avoid and correct the one-sided focus and value imbalance thinking. Under the pressure of basic education curriculum reform in British Columbia, UBC has adopted the “integration turn” response plan. Its theoretical characteristic is integration theory, and its practice subjects are normal students, educators and basic educators, mainly manifested as follows: the curriculum culture of rational and moral integration, the curriculum thinking of theory and practice integration, the curriculum planning of professional and interest integration, the curriculum cooperation of the teacher education curriculum and basic education curriculum integration, the curriculum implementation of the inquiry and cognition integration, the curriculum evaluation of evaluation and development integration. The integration of UBC teacher education curriculum has achieved outstanding educational effect, and of course, it has its own limitations. Thus integration has some enlightening values to the teacher education curriculum reform in China.

关 键 词：英属哥伦比亚大学 教师教育 课程改革 理论与实践融合 

分 类 号：C645[社会学]