摘要
目前,我国"三位一体"模式培养小学全科教师的实践虽然取得了一定的成效,但是由于培养三方各自独立,缺乏有效地沟通,无法形成真正的教师培养共同体,且该模式只在少数地区实践,还未形成规模,尚不稳定。在实践中,"三位一体"协同培养模式运行必须从培养三方共同制订培养方案,设置课程体系、提高师范生教育实践能力等方面入手,开展有效的小学全科教师的培养。
At present,the practice of training primary school teachers in the"Trinity"mode in our country has achieved certain achievements,but because of the independence of the three parties and the lack of effective communication,it is impossible to form a true teacher training community,and the model is only in a small number of areas,and it has not yet formed a scale and is not yet stable.In practice,the operation of the"Trinity"cooperative training mode must be carried out from the aspects of training three parties together,setting up the curriculum system and improving the teaching practice ability of normal students,and the training of effective primary school teachers should be carried out.
作者
龙海霞
冯玲雪
LONG Hai-xia;FENG Ling-xue(Psychology of Education,Neijiang Normal University,Neijiang,Sichuan 641100,China)
出处
《教育教学论坛》
2019年第12期30-31,共2页
Education And Teaching Forum
基金
内江师范学院2017年度教改课题(编号:JG201628-343)的阶段研究成果
关键词
三位一体
全科教师
实践
trinity
general teachers
practice
