交叉学科视域下复合型教师的培养旨向及实现路径  

The Training Purpose and Realization Path of Compound Teachers under the Perspective of Inter-disciplines

作　　者：龚洪[1] GONG Hong(School of Teacher Education,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学教师教育学院,重庆400715

出　　处：《内蒙古社会科学》2023年第2期205-212,共8页Inner Mongolia Social Sciences

基　　金：教育部人文社会科学研究项目“地方高校一流学科建设特色化定位及分类评价研究”(编号:22YC880017)。

摘　　要：交叉学科的整体性高质量发展需要培养相应的复合型教师作为人力资源保障。鉴于交叉学科知识整合逻辑和教师角色定位观,可将交叉学科的师资类型大致分为跨科际师资、多科际师资和独立型师资三类。在复合型教师的培养境遇上存在跨学科教学整合力培养显弱、多科际教研创新力培养疲软、跨科际协作教学共情力培育缺乏等问题。在培养路径上,应恪守交叉学科建设高质量发展愿景、强调一专多能或一主多辅技能培养、凸显立德树人的根本任务和师德师风教育情操,从聚合科际间的交融能动力、善用多学科资源共享法则、培育多科际协同共振情怀等方面,提升复合型教师跨学科教学的创新能力、整合能力和共情能力。The overall and high-quality development of inter-disciplines require the training of corresponding compound teachers as the guarantee of human resources.In view of the logic of interdisciplinary knowledge integration and teacher role positioning,the types of compound teachers can be roughly divided into three categories:cross-disciplinary teachers,multi-disciplinary teachers and independent teachers.There exist problems in training compound teachers,such as weak interdisciplinary teaching integration,soft multi-disciplinary teaching and research innovation,and lack of empathy in interdisciplinary cooperative teaching.On training path,we should abide by the high-quality development vision of interdisciplinary construction to cultivate teachers who master professional knowledge with many skills or one main skill with many auxiliary skills,regarding strengthening moral education and cultivating people as the fundamental task,to improve interdisciplinary teaching innovation ability,integration ability and empathy ability from the aspects of integrating the power of interdisciplinary integration,making good use of the law of multi-disciplinary resource sharing,and cultivating feelings of multi-disciplinary synergistic resonance.

关 键 词：交叉学科 复合型教师 教师发展 培养原则 

分 类 号：G451.6[文化科学—教育学]