全科型卓越小学教师培养的理论与实践探析
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摘要
为了推动教育部"卓越小学教师培养改革项目"的顺利开展,培养更多全科型卓越小学教师,基于对20个获批该项目的卓越小学教师培养实施方案的分析发现,卓越小学教师实施方案的总体特征表现为:依据"培养计划"制定具体实施规划;明确卓越小学教师培养定位;突显特色及服务职能;重视课程体系建构、教学模式改革以及师资队伍建设;基于"三位一体"协同培养机制并有所创新。实施方案中课程设计的特征表现为:整体规划与设计培养课程;采用模块、平台等方式进行课程设计;体现实践取向的课程的设置;注重隐性课程对卓越教师培养的功能。卓越小学教师培养尚存的问题表现为:"全科型教师"培养定位不明确;全科培养的需要与有限学分之间平衡存在矛盾;关于"胜任多学科教学"的理解不一;课程设计缺少学理依据与应有论证;对卓越教师培养范围有所争议。基于此提出全科型卓越小学教师培养的建议策略。
In order to improve the Excellent Primary Teacher Training Reform Program,this study is carried out based on the analysis of all 20 excellent primary teacher training plans.The results showed that all these plans are designed according to national guideline,and are aimed to clarify the educational orientation,express school or local characteristic,and to focus on curriculum construction,teaching reform and teachers'quality,based on innovated "Three-in-one"education model.The characteristics of curriculum design are that the curriculum are planned and designed as a whole,in the way of modules and platforms.They are practice-oriented with attention paid to hidden curriculum function during education.Meanwhile,there are also several problems,such as the definition of general-subject primary school needs etc.Besides,it's hard to make a balance between the requirement of training general-subject teacher and the limitation of the credit,and there is a dispute over what's the scale of excellent teacher within each project.Based on the above analyses,suggestions are made on the training of general-subject excellent primary teachers in the primary school.
In order to improve the Excellent Primary Teacher Training Reform Program,this study is carried out based on the analysis of all 20 excellent primary teacher training plans.The results showed that all these plans are designed according to national guideline,and are aimed to clarify the educational orientation,express school or local characteristic,and to focus on curriculum construction,teaching reform and teachers'quality,based on innovated "Three-in-one"education model.The characteristics of curriculum design are that the curriculum are planned and designed as a whole,in the way of modules and platforms.They are practice-oriented with attention paid to hidden curriculum function during education.Meanwhile,there are also several problems,such as the definition of general-subject primary school needs etc.Besides,it's hard to make a balance between the requirement of training general-subject teacher and the limitation of the credit,and there is a dispute over what's the scale of excellent teacher within each project.Based on the above analyses,suggestions are made on the training of general-subject excellent primary teachers in the primary school.
引文
[1]教育部.关于实施卓越教师培养计划的意见[Z].教师[2014]5号,2014-08-18.
[2]柳海民,谢桂新.质量工程框架下的卓越教师培养与课程设计[J].课程·教材·教法,2011,31(11).
[3]祁占勇.卓越教师专业能力成长的合理性建构[J].当代教师教育,2014,7(3).
[4]毕景刚.“卓越教师”计划之背景、内涵及策略[J].教育理论与实践,2014,34(11).
[5]马毅飞.国际教师教育改革的卓越取向——以英、美、德、澳卓越教师培养计划为例[J].世界教育信息,2014(8).
[2]柳海民,谢桂新.质量工程框架下的卓越教师培养与课程设计[J].课程·教材·教法,2011,31(11).
[3]祁占勇.卓越教师专业能力成长的合理性建构[J].当代教师教育,2014,7(3).
[4]毕景刚.“卓越教师”计划之背景、内涵及策略[J].教育理论与实践,2014,34(11).
[5]马毅飞.国际教师教育改革的卓越取向——以英、美、德、澳卓越教师培养计划为例[J].世界教育信息,2014(8).