我国教师职前教育实践教学改革的政策嬗变与基本逻辑  

Policy Evolution and Basic logic of Practical Teaching Reform in Pre-service Education for Teachers in China

作　　者：苗培周 MIAO Pei-zhou(School of Teacher Education,Shijiazhuang University,Shijiazhuang,Hebei 050035,China)

机构地区：[1]石家庄学院教师教育学院,河北石家庄050035

出　　处：《石家庄学院学报》2024年第2期129-133,共5页Journal of Shijiazhuang University

基　　金：河北省教育科学规划2018年度课题“地方院校教师教育共同体人才协同培养的机制建构与实践路径研究”(1803053);河北省应用技术大学研究会课题“应用型本科高校教师教育专业实践教育体系研究”(JY2023066)。

摘　　要：加强实践教学、提高师范生实践能力已经成为当前我国深化教师职前教育培养改革的核心议题。在我国教师教育改革进程中,实践教学经历了一个逐步深入的过程,在实践教学目标与任务、内容与形式、组织管理与保障等方面形成了更为系统的、更为全面的政策部署与安排。整体来看,我国教师职前教育实践教学改革有其自身的基本逻辑:一是坚持提高师范生培养质量的基本目标;二是强化多主体参与的协同育人制度保障;三是加大实践教学经费投入;四是充分发挥信息技术的优势;五是注重实践教学自身体系建设。Strengthening practical teaching and improving the practical ability of normal university students has become the core issue of deepening the reform of pre-service education for teachers in China.In the process of promoting the reform,practical teaching has experienced a gradual deepening process.At present,more systematic and more comprehensive deployment and arrangement have been formed in terms of objective and task,content and form,organization and guarantee of practical teaching.On the whole,the practice teaching reform of pre-service education for teacher in China has its own logic:firstly,to adhere to the basic goal of improving the training quality of normal university students;Secondly,to strengthen the system guarantee of multi-subject participation in collaborative education;Thirdly,to increase the investment of practical teaching funds;Fourthly,to give full play to the advantages of information technology;Fifthly,to pay attention to the construction of practical teaching system.

关 键 词：实践教学 职前教师教育 政策嬗变 基本逻辑 

分 类 号：G65[文化科学—教育学]