教师教育的基本属性与治理逻辑
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摘要
推进教师教育治理体系和治理能力现代化是当下教师教育改革的重要议题。厘清教师教育基本属性,并揭示教师教育治理逻辑,有助于形成教师教育治理的合理观念,提高教师教育治理行动的合理性与实效性。具体而言,教师教育的基本属性包括学科属性、教育属性、学术属性、实践属性和师范属性。为此,教师教育治理需要遵循知识逻辑、仁爱逻辑、研究逻辑、问题逻辑和道德逻辑。
It is an important topic of teacher education reform to promote the modernization of teacher education governance system and ability. To Clarifing the basic attributes of teacher education and revealing the governance logic of teacher education is helpful to form the reasonable concept of teacher education governance and improve the rationality and effectiveness of teacher education governance action. Specifically,the basic attributes of teacher education include attribute of discipline,attribute of educate,attribute of academic,attribute of practice,and attribute of being teachers. So,teacher education governance needs to follow knowledge logic,benevolence logic,research logic,problem logic and moral logic.
It is an important topic of teacher education reform to promote the modernization of teacher education governance system and ability. To Clarifing the basic attributes of teacher education and revealing the governance logic of teacher education is helpful to form the reasonable concept of teacher education governance and improve the rationality and effectiveness of teacher education governance action. Specifically,the basic attributes of teacher education include attribute of discipline,attribute of educate,attribute of academic,attribute of practice,and attribute of being teachers. So,teacher education governance needs to follow knowledge logic,benevolence logic,research logic,problem logic and moral logic.
引文
[1]中共中央国务院关于全面深化新时代教师队伍建设改革的意见[EB/OL].(2018-01-31). http://www. gov.cn/zhengce/2018-01/31/content_5262659. htm.
[2]教师教育振兴行动计划(2018—2022年)[EB/OL].(2018-03-28). http://www. gov. cn/xinwen/2018-03/28/content_5278034. htm.
[3]教育部关于实施卓越教师培养计划2. 0的意见[EB/OL].(2018-10-10). http://www. moe. gov. cn/srcsite/A10/s7011/201810/t20181010_350998. html.
[4]梁忠义,等.世界教育大系·教师教育[M].长春:吉林教育出版社,2000:1.
[5]李森,崔友兴.论教师教育治理体系现代化[J].西南大学学报(社会科学版),2014(5):65-72.
[6]姚松.大数据时代教育治理转型的前瞻性分析:机遇、挑战及演进逻辑[J].现代远程教育研究,2016(4):32-41.
[7]张斌贤,李子江.改革开放30年来我国教师教育体制改革的进展[J].教师教育研究,2008(6):17-23.
[8]雅思贝尔斯.什么是教育[M].邹进,译.北京:生活·读书·新知三联书店,1991:4.
[9]顾明远.谈谈我国教师教育的改革和走向[J].求是,2008(7):53-55.
[10]郭元祥,伍远岳.学习的实践属性及其意义向度[J].教育研究,2016(2):102-109.
[11]朱旭东.我国现代教师教育制度构建[J].北京师范大学学报(社会科学版),2007(4):15-20.
[12]教师教育课程标准(试行)[EB/OL].(2011-10-12). http://www. moe. edu. cn/publicfiles/business/htmlfiles/moe/s6136/201110/125722. html.
[13]金生鉉.理解与教育[M].北京:教育科学出版社,1997:72.
[14]石中英.谈谈教师的社会素养[J].北京教育,2017(10):22-23.
[15]石中英.孔子“仁”的思想及其当代教育意义[J].教育研究,2018(4):127-134.
[16]李刚.走向教育的循证治理[J].教育发展研究,2015(23):26-30.
[2]教师教育振兴行动计划(2018—2022年)[EB/OL].(2018-03-28). http://www. gov. cn/xinwen/2018-03/28/content_5278034. htm.
[3]教育部关于实施卓越教师培养计划2. 0的意见[EB/OL].(2018-10-10). http://www. moe. gov. cn/srcsite/A10/s7011/201810/t20181010_350998. html.
[4]梁忠义,等.世界教育大系·教师教育[M].长春:吉林教育出版社,2000:1.
[5]李森,崔友兴.论教师教育治理体系现代化[J].西南大学学报(社会科学版),2014(5):65-72.
[6]姚松.大数据时代教育治理转型的前瞻性分析:机遇、挑战及演进逻辑[J].现代远程教育研究,2016(4):32-41.
[7]张斌贤,李子江.改革开放30年来我国教师教育体制改革的进展[J].教师教育研究,2008(6):17-23.
[8]雅思贝尔斯.什么是教育[M].邹进,译.北京:生活·读书·新知三联书店,1991:4.
[9]顾明远.谈谈我国教师教育的改革和走向[J].求是,2008(7):53-55.
[10]郭元祥,伍远岳.学习的实践属性及其意义向度[J].教育研究,2016(2):102-109.
[11]朱旭东.我国现代教师教育制度构建[J].北京师范大学学报(社会科学版),2007(4):15-20.
[12]教师教育课程标准(试行)[EB/OL].(2011-10-12). http://www. moe. edu. cn/publicfiles/business/htmlfiles/moe/s6136/201110/125722. html.
[13]金生鉉.理解与教育[M].北京:教育科学出版社,1997:72.
[14]石中英.谈谈教师的社会素养[J].北京教育,2017(10):22-23.
[15]石中英.孔子“仁”的思想及其当代教育意义[J].教育研究,2018(4):127-134.
[16]李刚.走向教育的循证治理[J].教育发展研究,2015(23):26-30.