摘要
教师教育在历经探索与停滞、重建与发展、开放与创新、多元与深化等四个阶段后,逐渐从扩充数量向提升质量转变,从封闭一元向开放多元转变,从中师向高学历转变。在此过程中,综合大学开展教师教育虽受到前所未有的重视,但在开展中却存在价值理性和工具理性的分野、封闭式和开放式的抉择、师范性和专业性的博弈、学术研究和教育实践的矛盾、现实发展和理论研究的错位等问题,阻碍了教师教育进一步发展。综合大学只有通过同质性和异质性并重、师范性和专业性兼顾、学术性和实践性共存、传统性和创新性并举等措施正确处理教师教育发展中的争议和矛盾,才能突破现有困境,实现教师教育的新发展。
After going through the four stages of exploration and stagnation, reconstruction and development, opening and innovation, and diversification and deepening, teacher education has gradually shifted from quantity expansion to qualityimprovement, from closed unity to open and diversified, and from compulsory education teacher to higher education counterparts. In this process, although the development of teacher education in comprehensive universities has received unprecedented attention, there are differences between value rationality and instrumental rationality, closed and open choices, teacher-oriented and professional game, educational practice and academics. Problems such as the contradictions of research, the development of reality and the dislocation of theoretical research hinder the further development of teacher education. Only through measures such as equal emphasis on homogeneity and heterogeneity, pedagogical and professionalism, academic and practical coexistence, tradition and innovation, etc., can a comprehensive university correctly handle the disputes and contradictions in the development of teacher education, break through the existing difficulties, and effectively promote the developmentof teacher education.
作者
鞠法胜
JU Fa-sheng(Nanjing University,Nanjing 210093,China)
出处
《黑龙江高教研究》
北大核心
2021年第5期78-84,共7页
Heilongjiang Researches on Higher Education
关键词
综合大学
教师教育
师范教育
comprehensive university
teacher education
normal education
