多元融合:我国教师教育课程价值观的未来趋向  

Pluralistic Integration:Future Trend of Curriculum V alues of Teacher Education in China

作　　者：闫建璋[1] 朱豆豆 Yan Jianzhang;Zhu Doudou

机构地区：[1]山西师范大学教师教育学院,太原030000 [2]山西省临汾市洪洞县第三中学,洪洞041600

出　　处：《课程．教材．教法》2023年第9期145-150,共6页Curriculum，Teaching Material and Method

基　　金：国家社科基金(教育学)项目“新时代大学教师‘道德人’身份重塑研究”(BIA210181);2022年度山西省高等学校人文社会科学重点研究基地项目“教育评价改革导向下地方师范院校办学定位再调整研究”(RWJD202217)。

摘　　要：技术取向、实践取向、人文取向是我国教师教育课程的三大价值取向。技术取向的教师教育课程注重理论知识的价值,强调教师对专业知识和学科知识的掌握;实践取向的教师教育课程强调发展教师的教学智慧和实践能力;人文取向的教师教育课程注重教师知识、智慧、情感、道德等综合素养的培养。在课程的价值选择上,我国面临技术价值与人文价值的冲突、专业化与综合素养的失衡、外在标准与专业发展的矛盾等问题。为进一步发挥教师教育课程整体的育人功能,需要推进多元教师教育课程价值观的自觉发展,以人为本、培育教师的综合素养,将教师培养与自主发展相结合。Technology,practice and humanity orientation constitute the three value orientations of teacher education curriculum in China.Technology orientation pays attention to theoretical knowledge and emphasizes teacher's mastery of professional and subject knowledge.Practice orientation emphasizes the development of teachers'teaching wisdom and practical ability.Humanity orientation emphasizes the cultivation of teachers'knowledge,wisdom,emotion and morality.In the selection of curriculum value,teacher education in China is faced with the conflict between technical and humanistic value,imbalance between specialization and comprehensive quality,and contradiction between external standards and professional development.In order to improve the function of teacher education curriculum in China,it is necessary to promote the conscious development of diverse value,culivate the comprehensive quality of teachers,and combine teacher training with independent development.

关 键 词：教师教育课程 技术取向 实践取向 人文取向 

分 类 号：G423.04[文化科学—课程与教学论]