小学全科教师的能力结构:国际经验与启示
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摘要
发达国家所培养的小学全科教师具有融合性、实践性和发展性等重要特征,其能力结构表现为:以学习能力、传授知识能力、测评成果能力为主体的三因素模型,以学科知识、教学情境、课堂行为、学生差异为中心的四因素模型,以教学、交往、科研、创新、解决问题为聚焦点的五因素模型和以计划能力、教学能力、评价能力、反思能力、适应能力、沟通能力、合作能力为切入点的七因素模型。以上能力特征、能力要求以及能力结构启示我国迫切需要开展探索小学全科教师能力要素的本土化、实证性研究,并尝试融合型和研究型教师的培养取向。
General elementary school teachers cultivated by developed countries showed the characteristics of integration, practicalness and expansibility. The structure of their abilities could be roughly divided into four different models. The three-factor model consisted of learning ability, knowledge-imparting ability and evaluating ability. The four-factor model centered on subject knowledge, teaching situation,classroom behaviors and student differences. The five-factor model focused on the abilities of teaching,communication, scientific research, innovation and problem-solving. The seven-factor model took the abilities to plan, teach, evaluate, reflect, adapt, communicate and cooperate as the breakthrough point. It revealed that China was in urgent need of carrying out indigenized and empirical research on the components of general elementary school teachers' abilities, and training integrated and research-based elementary school teachers.
General elementary school teachers cultivated by developed countries showed the characteristics of integration, practicalness and expansibility. The structure of their abilities could be roughly divided into four different models. The three-factor model consisted of learning ability, knowledge-imparting ability and evaluating ability. The four-factor model centered on subject knowledge, teaching situation,classroom behaviors and student differences. The five-factor model focused on the abilities of teaching,communication, scientific research, innovation and problem-solving. The seven-factor model took the abilities to plan, teach, evaluate, reflect, adapt, communicate and cooperate as the breakthrough point. It revealed that China was in urgent need of carrying out indigenized and empirical research on the components of general elementary school teachers' abilities, and training integrated and research-based elementary school teachers.
引文
[1]李彬彬.从儿童发展视角解读小学全科教师培养的必要性[J].教学与管理,2017,12(4):57-60.
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[13]Finney J,Philpott C.Informal learning and meta-pedagogy in initial teacher education in England[J].British Journal of Music Education,2010,27(1):7-19.
[14]袁丹,周昆,苏敏.基于能力标准的小学全科教师培养课程体系架构[J].课程.教材.教法,2016(4):109-116.
[15]黄云峰.小学全科教师及其培养探讨[J].教育与教学研究,2017,31(3):76-80.
[2]江净帆.小学全科教师培养要解决哪三个问题[J].课程.教材.教法,2017,37(7):100-105.
[3]Gillies R M.Cooperative learning:Review of research and practice[J].Australian Journal of Teacher Education,2016,41(3):39-54.
[4]Sto?i?L.The importance of educational technology in teaching[J].International Journal of Cognitive Research in Science,Engineering and Education,2015,3(1):111-114.
[5]何克抗.如何实现信息技术与教育的“深度融合”[J].课程·教材·教法,2014,34(2):58-62.
[6]Timostsuk I.Domains of Science Pedagogical Content Knowledge in Primary Student Teachers’Practice Experiences[J].ProcediaSocial and Behavioral Sciences,2015,197:1665-1671.
[7]Riabov V V,Rakitov A I.The Modernization of Russia and Base Centers for Teacher Training[J].Russian Education&Society,2011,53(9):21-33.
[8]Musset,P.Initial teacher education and continuing training policies in a comparative perspective:Current practices in OECDcountries and a literature review on potential effects[J].OECD education working papers,2010(48):3-47.
[9]Cortina,K.S.,&Thames,M.H..Teacher education in Germany[M].In M.Kunter,J.Baumert,W.Blum,U.Klusmann,S.Krauss,&M.Neubrand(Eds.),Cognitive activation in the mathematics classroom and professional competence of teachers:Results from the COACTIV project.New York:Springer,2013:49-62.
[10]Malinen O P,V?is?nen P,Savolainen H.Teacher education in Finland:a review of a national effort for preparing teachers for the future[J].Curriculum Journal,2012,23(4):567-584.
[11]Mayer D.Forty years of teacher education in Australia:1974-2014[J].Journal of education for teaching,2014,40(5):461-473.
[12]Hosotani R,Imai-Matsumura K.Emotional experience,expression,and regulation of high-quality Japanese elementary school teachers[J].Teaching and Teacher Education,2011,27(6):1039-1048.
[13]Finney J,Philpott C.Informal learning and meta-pedagogy in initial teacher education in England[J].British Journal of Music Education,2010,27(1):7-19.
[14]袁丹,周昆,苏敏.基于能力标准的小学全科教师培养课程体系架构[J].课程.教材.教法,2016(4):109-116.
[15]黄云峰.小学全科教师及其培养探讨[J].教育与教学研究,2017,31(3):76-80.