教育理论课程对职前教师从教准备度的贡献研究  

A Study on the Contribution of Pedagogical Preparation Curricula to the Pre-service Teachers'Feeling of Preparedness to Teach

作　　者：吴宗劲 Wu Zong-jin(Northeast Normal University,the Institute of International and Comparative Education Changchun,130024)

机构地区：[1]东北师范大学国际与比较教育研究所,长春130024

出　　处：《教师教育论坛》2023年第5期58-66,共9页Teacher Education Forum

基　　金：2023年吉林省哲学社会科学博士和青年扶持项目“教师的国家认同观及其教学方法的选择研究”(2023C081547)阶段性成果。

摘　　要：教育理论之于教师培养的意义有必要予以澄清。以D大学的教师培养项目作为个案,采用问卷调查和访谈相结合的方式,调查了D大学的教育理论课程(一般教育理论和学科教学类课程)对于职前教师从教准备度的贡献,其研究表明:职前教师的从教准备度在教育知识纬度上的得分显著低于其在学科教学知识维度的得分;一般教育理论被职前教师视为低贡献度的课程,学科教学类课程被职前教师视为高贡献度的课程。这是源于一方面以讲授法为主的教学方式,使得职前教师难以完全领会一般教育理论课程之于教师发展的意义,另一方面理论学习在先实践体验在后的课程设置,使得职前教师难以将一般教育理论课程同教学实践和教师发展联系起来。这表明不能因为部分教育理论课程对职前教师从教准备度的贡献不大而否定这类课程在教师培养中的意义,而是要着重考虑这些课程该如何设计和实施才能发挥其预期的功能。未来的教师培养改革应该引入动态思维,实现理论学习与实践体验的循环往复。The significance of pedagogical preparation curricula for teacher preparation needs to be clarified.Using the teacher preparation program at University D as a case,a combination of questionnaires and interviews were used to investigate the contribution of pedagogical preparation curricula(educational foundations courses and methods courses)to the pre-service teachers'feeling of preparedness to teach.The study showed that:pre-service teachers'teaching preparedness scored significantly lower on the educational knowledge latitude than their scores on thepedagogical content knowledge dimension;educational foundations courses was considered a low contribution course by pre-service teachers and methods courses were considered a high contribution course by pre-service teachers.This is due to the teaching method,which makes it difficult for pre-service teachers to fully understand the meaning of the educational foundationscourses for teacher development.On the other hand,the theory learning is first practical experience and then curriculum design,which makes it difficult for pre-service teachers to link the educational foundations courses with teaching practice and teacher development.This suggests that the significance of some pedagogical preparation courses in teacher development should not be dismissed on the basis of their modest contribution to the pre-service teachers'feeling of preparedness to teach,but rather the focus should be on how they should be designed and implemented to perform their intended function.The future reform of teacher preparation should introduce dynamic thinking and realize the cycle of theoretical learning and practical experience.

关 键 词：实践取向 教师教育 教师培养课程 教育理论课程 从教准备度 

分 类 号：G451[文化科学—教育学]