教师教育课程中社会性的失语与重建--基于教育高质量发展的视角  

Social Aphasia and Reconstruction in Teacher Education Curriculum--Based on Perspective of High Quality Development of Education

作　　者：钟叶 屈清华 付荣 Zhong Ye;Qu Qinghua;Fu Rong(Hengyang Preschool Normal College,Hengyang 421000,China)

机构地区：[1]衡阳幼儿师范高等专科学校,湖南衡阳421000

出　　处：《林区教学》2024年第12期111-115,共5页Teaching of Forestry Region

基　　金：2022年度湖南省职业院校教育教学改革项目“‘3+2’小学教育专业专本贯通培养模式的探索研究”(ZJGB2022863);2022年度湖南省教育厅科研项目“‘双减’背景下地方师范院校助力农村小学课后服务策略研究”(22C0745)。

摘　　要：时代发展对课程的社会性隐语有了进一步的需求,积极建设教师教育课程中的社会性是教育高质量发展的要求之一。社会性在课程中的表征往往以不同的形式出现,包括课程本体的社会价值取向、课程知识中的社会因素以及课程权利与控制中的社会力量。从现实行动的视角考量,发现课程中存在目标研判失真、内容选择失效、课程组合失灵的社会性失语现象。为此,需要从课程的目标研判、内容选取、结构建设等方面进行优化。The development of the new era has created a further need for the social implicit in the curriculum,and the active construction of sociality in the teacher education curriculum is one of the requirements for the high-quality development of education.The representation of sociality in the curriculum often appears in different forms,including the social value orientation of the curriculum ontology,the social factors in the knowledge of the curriculum,and the social forces in the rights and control of the curriculum.From the perspective of the reality of the situation,it is found that there is a social aphasia phenomenon in the curriculum in terms of distortion in the judgment of goals,failure in the selection of content,and malfunction in the combination of curricula.For this reason,it is necessary to optimize the curriculum in terms of goal evaluation,content selection and structural construction.

关 键 词：教师教育课程 社会性 课程建构 

分 类 号：G652[文化科学—教育学]