高质量小学全科教师职前培养——芬兰“研究本位”小学全科教师培养模式研究  

High Quality Pre-service Training of Generalist Teacher in Primary School——Study on "Research-based" Generalist Teacher in Primary School Training Model in Finland

作　　者：王明宇 WANG Mingyu(Pinghu Normal College,Jiaxing University,Jiaxing 314200,China)

机构地区：[1]嘉兴学院平湖师范学院,浙江嘉兴314200

出　　处：《外国教育研究》2023年第7期102-115,共14页Studies in Foreign Education

基　　金：国家社会科学基金“十三五”规划2018年度教育学一般课题“小学女教师职业生涯发展轨迹及其影响因素研究”(课题编号:BHA180155)。

摘　　要：全科教师培养可以通过开设多门学科课程实现学科学习数量的增加,但是如何提升众多课程之间的内在关联是其培养的难题所在。“研究本位”小学全科教师职前培养以教师素养为目标,关注师范生的全面发展;以“全面育人”作为小学全科教师培养的逻辑起点,围绕儿童培养进行课程内容的选择与组织;以研究能力培养加强课程体系整合,拓展知识学习的深度与广度;借助多样方式促进多学科知识的习得与应用,提升师范生解决问题的真实能力。“研究本位”小学全科教师职前培养模式体现出芬兰小学全科教师职前培养的高质量追求。The training of generalist teachers can increase the number of subjects by setting up multiple subject courses,but how to improve the internal correlation among various subjects is a difficult problem in the cultivation of generalist teachers.This study analyzes the objectives,content,and methods of pre-service training of generalist teachers in primary school in Finland.It can be concluded that the pre-service training of Finnish primary school generalist teachers aims at teacher competency and focuses on the comprehensive development of normal students;Taking "comprehensive education" as the logical starting point of generalist teacher education,the selection and organization of curriculum content centering on children's cultivation;Strengthening the integration of curriculum system by cultivating research ability and expand the depth and breadth of knowledge learning;Promoting the acquisition and application of multidisciplinary knowledge through various ways,and enhancing the real ability of normal students to solve problems.

关 键 词：芬兰 “研究本位” 教师教育 全科教师 

分 类 号：G659.3[文化科学—教育学] G659.7G531