多元文化教育视野下卓越小学教师职前识别
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摘要
随着教育国际化的加速发展,多元文化教育成为现实,小学教育专业开始探索如何培养卓越小学教师。职前识别有资质的小学教师成为卓越小学教师培养的关键。识别具备卓越小学教师资质的学生不仅为迎接教育国际化挑战做好准备,满足小学卓越教师培养的需要,也有利于个人、培养机构和国家做出合理安排。文章基于多元文化教育视野,以卓越小学教师的概念、内涵及资质作为识别的理论基础,结合实践要求,为卓越小学教师提供职前识别的依据及方法。
With the accelerated development of education internationalization,the multiculture education has become a reality,primary school education began to explore how to cultivate excellent primary school teachers. Pre-service recognition of qualified primary school teachers has become the key to the training of excellent primary school teachers. Identify excellent students with excellent primary school teachers' qualification is not only challenge to prepare for the education internationalization,meet the needs of primary school teachers cultivate excellence,but also to individuals,training institutions and countries to make reasonable arrangements.Based on the multicultural education vision,with excellent primary school teachers' concept,connotation and qualifications as the theory foundation of recognition,combined with practical requirements,provided the basis and method for the pre-service recognition of excellent primary school teachers.
With the accelerated development of education internationalization,the multiculture education has become a reality,primary school education began to explore how to cultivate excellent primary school teachers. Pre-service recognition of qualified primary school teachers has become the key to the training of excellent primary school teachers. Identify excellent students with excellent primary school teachers' qualification is not only challenge to prepare for the education internationalization,meet the needs of primary school teachers cultivate excellence,but also to individuals,training institutions and countries to make reasonable arrangements.Based on the multicultural education vision,with excellent primary school teachers' concept,connotation and qualifications as the theory foundation of recognition,combined with practical requirements,provided the basis and method for the pre-service recognition of excellent primary school teachers.
引文
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[2]李贵安.王晶艳.郑海荣等.卓越教师:内涵、品质及其培养途径[J].当代教师教育,2016(2):43.
[3]王婷婷.宁先达.卓越小学教师培养的思考[J].教学与管理,2016(11):57.
[4]古伟霞.卓越教师培养的现实困境与改进策略[J].湖南第一师范学院学报,2017(1):49.
[5]毕景刚.韩颖.“卓越教师”计划的背景、内涵及实施策略[J].教育探索,2013(12):108.
[6]罗小娟.柏格森生命哲学视野下的卓越教师培养[J].教育发展研究2016(12):65.
[7]王艳玲.美国教师多元文化教育能力研究述评[J].外国教育研究,2013(9):22.
[8]唐之斌.孔子人的分类思想的教育意义[J].西昌学院学报,2014(4):85.
[9]李永占.小学卓越教师与普通教师心理素质差异比较[J].教育现代化,2016(6):189.
[10]刘久成.卓越小学教师培养:目标·标准·途径[J].现代教育论丛,2011(6-7):2.
[11]唐之斌.小学教师特质构成分析[J].荆楚学刊,2017(3):63.
[12]李琼.吴丹丹.李艳玲.中小学卓越教师的关键特征:一项判别分析的发现[J].教育学报2012(4):92.
[13]左岚跨越理论与实践的鸿沟——基于卓越教师的专业发展模型分析[J].全球教育展望2016(1):44.
[14]左岚论卓越教师评价标准体系的建构——来自我国香港行政长官卓越教学奖的经验[J].教育理论与实践2016(8):29.