多元智能理论下的师范教育课程:诠释、模型与路径  

Normal University Curriculum under the Theory of Multiple Intelligences:Interpretation,Model,and Path

作　　者：张红洋[1] 陈泽寅 ZHANG Hong-yang;CHEN Ze-yin(School of Physics&Information Technology,Shaanxi Normal University,Xi'an 710119,Shaanxi)

机构地区：[1]陕西师范大学物理学与信息技术学院,陕西西安710119

出　　处：《当代教师教育》2024年第4期60-67,共8页Contemporary Teacher Education

摘　　要：师范教育课程是培养未来教师的主要方法,也是“强师”的关键所在。在多元智能理论下,师范教育课程以未来教师的培养为主线,遵循认知逻辑、能力逻辑、情感逻辑的逻辑脉络,创生出生成式、整合式、人本性的课程理念。基于此,多元智能理论下的师范教育课程改变传统的授课制教学模式,主动结合项目化学习,延伸出形成性、发展性、激励性的课程实施原则,利用形成性评价、多元化评价、激励性评价的方法,全面强化未来教师的综合素养。为实现多元智能理论下师范教育课程的实践,课程实施者应利用工作单的课程实施手段,生成贯穿教学全过程的评价方法,建构师范教育课程的评价指标体系。The curriculum of normal universities serves as the primary framework for training future teachers,and it is also the key to“stronger teachers”.Under the theory of multiple intelligences,the curriculum focuses on training future teachers by integrating cognitive,skill-based,emotional,and systematic logics,forming curriculum concepts rooted in production,integration,human nature,and ecology.Based on this,the normal university curriculum under the theory of multiple intelligences changes the traditional teaching mode,actively combines project-based learning,extends the curriculum implementation principles of formation,development,incentive and balance,and utilizes formative evaluation,diversified evaluation,incentive evaluation and intelligence-oriented evaluation methods to strengthen the comprehensive literacy of future teachers.To implement the curriculum effectively,educators should utilize worksheets,apply continuous evaluation throughout the teaching process,and develop a comprehensive evaluation index system.

关 键 词：师范教育课程 多元智能理论 项目学习 工作单 学习评价 

分 类 号：G423[文化科学—课程与教学论]