基于“问题解决”的教师职前专业学习路径及培养策略
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摘要
新时代教师教育的改革与创新需要重视教师的专业学习品质,而教师职前阶段的专业学习需要实现由浅层转向深度学习、由目标驱动转向问题解决学习、由单向度转向多项度学习。基于问题解决的专业学习需要超越理智取向、实践取向和生态取向的教师专业学习路径,将知识、经验与技能的专业基点融入问题驱动的专业学习之中。在知识类、经验类、技能类与问题解决类的教师职前课程中体现问题驱动的课程理念,进而转变教学方式、营造专业氛围,并在问题解决的专业共同体建设中整合各方力量,分享专业智慧,最终全面提升未来教师的专业素养。
The reform and innovation of teacher education in the new era require that teachers should be more qualified on professional learning, which needs to transfer from shallow to deep learning, from target-driven to problem solving learning, and from one-dimension to multi-dimension learning. Problembased Professional learning needs to transcend intellectual, practical and ecological orientation, and integrate professional basis of knowledge, experience and skills into problem-driven professional learning. In the preservice teacher training course of knowledge, experience, skill and problem-solving, it depicts the curriculum concept driven by problems, which further promotes the transfer of teaching methods, creation of professional phenomenon. In addition, in the problem-solving construction of the professional community, it is able to integrate the strengths of all parties and share professional knowledge, and ultimately improve the professional quality of future teachers.
The reform and innovation of teacher education in the new era require that teachers should be more qualified on professional learning, which needs to transfer from shallow to deep learning, from target-driven to problem solving learning, and from one-dimension to multi-dimension learning. Problembased Professional learning needs to transcend intellectual, practical and ecological orientation, and integrate professional basis of knowledge, experience and skills into problem-driven professional learning. In the preservice teacher training course of knowledge, experience, skill and problem-solving, it depicts the curriculum concept driven by problems, which further promotes the transfer of teaching methods, creation of professional phenomenon. In addition, in the problem-solving construction of the professional community, it is able to integrate the strengths of all parties and share professional knowledge, and ultimately improve the professional quality of future teachers.
引文
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[12]林正范.论生态取向教师学习的校园环境特征[J].教育研究,2012,(9):128-132.
[2]张立国,谢佳睿,王国华.基于问题解决的深度学习模型[J].中国远程教育,2017,(8):27-33.
[3]宋时春,田慧生.问题解决学习:综合实践活动实施的重要方法[J].课程教材教法,2015,(7):23-28.
[4]周红春,黄雅,沈丽佳,等.大学生基于问题解决的研究性学习模式的研究与实践[J].电化教育研究,2005,(6):28-33.
[5]鞠玉翠.教师教育中的“行动问题”及解决之道[J].教育发展研究,2011,(18):27-32.
[6]张丽,辛自强.问题解决成功后知识的微观建构[J].上海教育科研,2006,(4):51-53.
[7]申云凤.“互联网+”背景下基于问题解决学习有效性评价指标体系构建[J].中国电化教育,2018,(10):87-94.
[8]阮成武.主体性教师学[M].合肥:安徽大学出版社,2005.19.
[9]John Dewey.Democracy and Education:An Introduction to the Philosophy of Education[M].New York:MacMillan Company.1916.
[10]罗超,刘德华.论基于教育问题解决的教师培训模式[J].教育理论与实践,2013,(5):36-38.
[11]肖正德.论生态取向教师学习内容的层级设计[J].教育研究,2011,(12):73-76.
[12]林正范.论生态取向教师学习的校园环境特征[J].教育研究,2012,(9):128-132.