从独特到独立:全科教师及其边界的再认识
|
摘要
讨论"全科教师的边界"有助于重审"全科教师独立"问题,寻找专业发展动力和推动与学科教师亲密合作。全科教师有着独特的内涵、性质与划分依据,用"学科立场"无法单独建构和解释全科教师边界,需要建立基于学生的"教育学立场"。对"全科教师边界"与"教育学立场"相互关系的探讨,目的是要清晰全科教师"可为"或"不可为"的界线。据此,我们确立了"双科多能"的全科教师评判尺度与标准,并找到有别于学科教师的"内在展开逻辑",即能够将不同的学科进行"融会贯通",这是全科教师走向独立自主的标志。
Discussing the "Boundary of General Teachers" will help to review the issue of "independent teachers' independence", find the motivation of their professional development, and promote close cooperation between Subjects Teachers. The general teacher has unique connotation, nature and divided basis. With the "discipline position", it is impossible to construct and explain the boundaries of General Teachers alone, and it is necessary to establish a "educational position" based on the students. The purpose of the discussion on the relationship between the "General Teachers' boundaries" and the "educational position" is to clarify the border between the "what can do" or "what can not do" of General Teachers in order to get rid of the traditional concepts and establish new standards. Based on this, we have established the standards and standards for the evaluation of the "double-subsidiary versatile" teachers, and found the "intrinsic logic" of General Teachers which is different from Subject Teachers. That is, the sign of General Teachers moves towards the independence is that they have the ability to combine different disciplines to carry out the "combination-through" general teaching.
Discussing the "Boundary of General Teachers" will help to review the issue of "independent teachers' independence", find the motivation of their professional development, and promote close cooperation between Subjects Teachers. The general teacher has unique connotation, nature and divided basis. With the "discipline position", it is impossible to construct and explain the boundaries of General Teachers alone, and it is necessary to establish a "educational position" based on the students. The purpose of the discussion on the relationship between the "General Teachers' boundaries" and the "educational position" is to clarify the border between the "what can do" or "what can not do" of General Teachers in order to get rid of the traditional concepts and establish new standards. Based on this, we have established the standards and standards for the evaluation of the "double-subsidiary versatile" teachers, and found the "intrinsic logic" of General Teachers which is different from Subject Teachers. That is, the sign of General Teachers moves towards the independence is that they have the ability to combine different disciplines to carry out the "combination-through" general teaching.
引文
[1]李政涛.教育学的边界与教育科学的未来——走向独特且独立的“教育科学”[J].教育研究,2018(4).
[2]孙新,胡少明.小学教育专业培养全科型教师探讨[J].教育评论,2014(7):57.
[3]周德义.关于全科型小学教师培养的思考[J].当代教育论坛,2007(9):55.
[4]徐雁.全科型本科小学教师培养模式研究[J].湖南第一师范学院学报,2011(8):9.
[5]谢慧盈.“全科型”优秀小学本科教师培养思考[J].海南师范大学学报(社会科学版),2012(5):107.
[6]邓达.“全科——应用型”小学教育本科专业人才培养刍议[J].成都师范学院学报,2013(1).
[7]肖其勇.农村小学全科教师培养特质与发展模式[J].中国教育学刊,2014(3):88.
[8]梁志斌.论小学教师全科综合培养模式及建构[J].当代教师教育,2013(4):28.
[9]黄云峰.小学全科教师及其培养探讨[J].教育与教学研究,2017(3):76.
[10]余小红.问题与对策:如何为“美丽乡村建设”培育全科教师[J].教育科学研究,2018(10):84.
[11]叶澜.立场[M].桂林:广西师范大学出版社,2008:1.
[12]余小红.以全科教师培养突破农村小规模学校“超编缺岗”困境[J].教育发展研究,2017(12):76.
[13]杨小微.立德树人,纲举目张:学校课程一体化设计与动作[J].中小学德育,2018.
[14]窦桂梅,柳海民.从主题教学到课程整合——清华附小“1+X课程”体系的建构与实施[J].东北师大学报(哲学社会科学版),2014(4):163.
[15]陈罡.课程为什么要整合?[N].中国教师报,2017-01-18(13).
[16]刘希娅.“小梅花”课程的建构与实施[J].教育家,2017(9):16.
[17]江净帆.小学全科教师的价值诉求与能力特征[J].中国教育学刊,2016(4):84.
[2]孙新,胡少明.小学教育专业培养全科型教师探讨[J].教育评论,2014(7):57.
[3]周德义.关于全科型小学教师培养的思考[J].当代教育论坛,2007(9):55.
[4]徐雁.全科型本科小学教师培养模式研究[J].湖南第一师范学院学报,2011(8):9.
[5]谢慧盈.“全科型”优秀小学本科教师培养思考[J].海南师范大学学报(社会科学版),2012(5):107.
[6]邓达.“全科——应用型”小学教育本科专业人才培养刍议[J].成都师范学院学报,2013(1).
[7]肖其勇.农村小学全科教师培养特质与发展模式[J].中国教育学刊,2014(3):88.
[8]梁志斌.论小学教师全科综合培养模式及建构[J].当代教师教育,2013(4):28.
[9]黄云峰.小学全科教师及其培养探讨[J].教育与教学研究,2017(3):76.
[10]余小红.问题与对策:如何为“美丽乡村建设”培育全科教师[J].教育科学研究,2018(10):84.
[11]叶澜.立场[M].桂林:广西师范大学出版社,2008:1.
[12]余小红.以全科教师培养突破农村小规模学校“超编缺岗”困境[J].教育发展研究,2017(12):76.
[13]杨小微.立德树人,纲举目张:学校课程一体化设计与动作[J].中小学德育,2018.
[14]窦桂梅,柳海民.从主题教学到课程整合——清华附小“1+X课程”体系的建构与实施[J].东北师大学报(哲学社会科学版),2014(4):163.
[15]陈罡.课程为什么要整合?[N].中国教师报,2017-01-18(13).
[16]刘希娅.“小梅花”课程的建构与实施[J].教育家,2017(9):16.
[17]江净帆.小学全科教师的价值诉求与能力特征[J].中国教育学刊,2016(4):84.