摘要
本文概括了组建中小学学科教育师资智能结构的三组关系：整体结构的学科专业储备与教育科学修养、教育科学的理论水平提高与操作能力培训、学科专业的知识结论掌握与学科结构研究，针对以前者为重的现实问题，阐明了应予后者以重视的主张，兼及改革学科教育学课程、科学地组建学科教育师资智能结构的某些对策。
The paper summarizes three groups of relations in forming the intellectual ability structure of teachers of the subject pedagogy in primary and secondary schools. These groups are: one of relations between specialty store of subject in entirety structure and the accomplishment of educational science, another of relations between raising standard of theory and training operational ability, third of relations of having a good command of knowledge conclusion of the subject and researching the subject structure. To overcome the tendency of paying more attentions to the former (means the specialty store of subject, standard of theory and having a good command of knowledge conclusion) and less attentions to the latter (means the accomplishment of educational science, the operational ability and subject structure), the author expounds the necessity to pay same more attentions to the latter and some ways to reform curriculm of subject pedagogy and scientifically form the intellectual ability structure of teachers of the subject pedagogy.
出处
《首都师范大学学报（社会科学版）》
1996年第4期105-109,共5页
Journal of Capital Normal University：Social Science Edition
关键词
学科教育师资
智能结构
教育科学
教学操作能力
学科结构
学科教育学课程改革
subject education, teachers, intellectual ability structure, educational science,operational ability of teaching, subject structure, curriculm re formation of subject pedagogy.
