自我觉醒并向内深耕:专硕师范生专业跨越式成长的内在支持系统运作研究——基于马扎诺认知目标分类学视角  

Self Awakening and Inward Cultivation:A Study on the Operation of the Internal Support System for Professional Growth of Master’s Students in Teacher Education

作　　者：江淑玲[1] 林诗慧 JIANG Shuling;LIN Shihui(College of Education,Zhejiang Normal University,Jinhua,Zhejiang,321004,China)

机构地区：[1]浙江师范大学教育学院,浙江金华321004

出　　处：《教师教育研究》2025年第1期69-76,共8页Teacher Education Research

基　　金：国家社会科学基金(教育学)一般项目“契约文化:现代学校治理体系建设新途径”(BHA200232)。

摘　　要：基于马扎诺认知目标分类学,研究抓取典型个案,探究了一位专硕师范生实现专业跨越式成长的内在支持系统及其精进过程,揭示其高层次能力与表现达成的深层机理。研究发现,专硕师范生的专业能力提升依赖于全情投入的自我系统、觉醒的元认知系统、进阶的认知系统与逐步完善的知识系统。四大系统的融合构建了强有力的内在支持体系,推动外在推力向内生动力转化,从而实现卓越成长。高质量专硕师范生培养的核心在于通过三位一体的培养模式及校内外导师联动机制,帮助师范生建立自我与元认知系统,发展多层次认知目标,提升专业素养,构建可持续发展的内在支持体系。This study, grounded in Marzano's taxonomy of cognitive goals, investigates the mechanisms behind professional growth and high-level performance in interdisciplinary master's teacher training students. The research identifies four key systems driving professional development: a deeply engaged self system, an awakened metacognitive system, an advanced cognitive system, and an evolving knowledge system. These systems integrate to create robust internal support, enabling trainees to transform external inputs into internal motivation, thereby achieving significant professional growth. High-quality teacher education hinges on fostering self-and metacognitive systems, setting multi-level cognitive goals, enhancing professional competence, and building sustainable internal support. This is achieved through a three-tiered training model linking internal and external mentorship for effective development.

关 键 词：专硕研究生 内在支持系统 专业跨越式成长 

分 类 号：G650[文化科学—教育学]