基于课堂学习研究的职前教师教学能力“嵌入式”培养路径研究  

The Embedded Paths of Cultivating Teaching Competence for Preservice Teachers Based on Learning Study

作　　者：姜立刚[1] 刘佳龙 JIANG Ligang;LIU Jialong(College of Education,Leshan Normal University,Leshan Sichuan 614000,China)

机构地区：[1]乐山师范学院教育科学学院,四川乐山614000

出　　处：《乐山师范学院学报》2024年第11期94-100,共7页Journal of Leshan Normal University

基　　金：四川省特殊教育发展研究中心项目“卓越小学教师研究的能力体系构建与职前培养实践研究”(SCTJ2019W06);乐山师范学院校级项目“多维融合,协同发展——小学教育专业人才改革与实践”(RHJG202209)。

摘　　要：课堂学习研究作为一种围绕学习内容而展开的行动研究,对于职前教师发展教学能力、师范院校创新教学能力培养路径,具有重要意义。以课堂学习研究为理论基础,乐山师范学院小学教育专业架构了职前教师教学能力培养的“两循环六环节”实践模型,采用“嵌入式”培养路径,将“课堂学习研究”嵌入专业课程、实践教学与毕业论文(设计)等模块中,突出了职前教师教学能力培养的融合性、实践性与持续性。Learning Study is an action research focused on the object of learning.It is of great significance for the development of teaching competence of preservice teachers,and also has important implications for the innovation of teaching competence cultivation paths in normal university.Based on the theory of Learning Study,the primary education major of Leshan Normal University has developed a Two Cycles Six Stages practical model for cultivating the teaching competence of preservice teachers.In implementation,Learning Study can be embedded in modules such as professional courses,practical teaching,and graduation thesis.And this practical model can highlight the integration,practicality,and sustainability of cultivating the teaching competence of preservice teachers.

关 键 词：课堂学习研究 变易理论 教师教育 教学能力 

分 类 号：G40[文化科学—教育学原理]