培养主体型未来教师:师范生教育管理的实践反思  

Subject oriented Future Teachers Training:Reflection on the Practice of the Educational Management of Teacher Students

作　　者：王亚晶 WANG Yajing(Talent Exchange Center,Huzhou University,Huzhou 313000,China;School of Education Science,Nanjing Normal University,Nanjing 210097,China)

机构地区：[1]湖州师范学院人才交流中心,浙江湖州313000 [2]南京师范大学教育科学学院,江苏南京210097

出　　处：《湖州师范学院学报》2024年第3期39-47,共9页Journal of Huzhou University

基　　金：江苏省研究生科研与实践创新计划项目(SJCX23_0536)。

摘　　要：后师范教育时代的专业化教师教育制度重建,离不开主体教育管理制度的支撑。主体价值取向的教师教育管理,倡导在教师培养主体多元化的同时,坚持师范大学教师教育的主体性与主导地位,倡导在教师教育管理中尊重个体专业意向,激发主体能动性,构建未来教师专业发展的良性制度空间。当前师范生培养存在着管理价值取向的“弱师范化”倾向、管理组织机构的非协同化区隔、管理评价标准的工具理性导向等问题。优化未来教师教育管理体制,需要确立凸显专业自主性的教育管理目标,建立利于专业协同的制度条件支撑,形成助推专业知识转化的能力保障机制。In the post teacher education era,the reconstruction of professional teacher education system can not be separated from the support of education management system for the teaching subjects.The subject value oriented management of teacher education advocates the teaching subject and its leading role of teacher education in Normal Universities while diversifying the training bodies of teachers,and respects of the professional intentions of the individuals in the management of teacher education to stimulate the initiative of the teaching subjects and to build a benign institutional space for the professional development of teachers in the future.At present,there are such problems in the training of teacher students as the“weak normal”tendency of management value orientation,the non coordinated division of management organizations and the tool rational orientation of management evaluation standard.To optimize teacher education management system,it is necessary to establish the goal of professional autonomy,to establish the support of system conditions for professional synergy,and to form the guarantee mechanism for the transformation ability of professional knowledge.

关 键 词：教师专业化 主体价值取向 教师教育管理 师范生培养 

分 类 号：G657[文化科学—教育学]