摘要
培养小学全科教师是我国应对农村小学教育问题的主要改革举措之一,但全科教师应具备什么样的知识结构并不明晰。笔者审视相关教师知识结构的论述及国际全科教师培养的发展趋势发现,在舒尔曼对教师知识结构进行分类的基础上,强化学科内容知识和学科教学法知识是培养全科教师的关键。与此对比,当前我国对全科教师知识结构还存在两个误区,即视全科为全能的任教所有学科、视全科为全知的全科课程统整教学。在全科教师的培养实践中应该避免这两个误区而落入“缺失范式”陷阱。
Training primary school teachers is one of the major reform measures for China's primary education in rural areas,but what kind of knowledge structure should be provided by general teachers is not clear.The author examines the discussion of teachers'knowledge structure and the development trend of international general teacher training.It is found that,based on Schulman's classification of teachers'knowledge structure,strengthening the knowledge of subject content and subject teaching method is the key to cultivating general teachers.In contrast,there are still two misunderstandings in the knowledge structure of general-school teachers in China,that is,the whole subject is all-round teaching,and all subjects are regarded as omniscience.In the training practice of general teachers,these two misunderstandings should be avoided and fall into the trap of“missing paradigm”.
作者
姜亚洲
JIANG Yazhou(Shaoxing University,Shaoxing,Zhejiang312000,China)
出处
《现代教育科学》
2019年第8期83-87,共5页
Modern Education Science
基金
浙江省绍兴市“十三五”规划指南课题“名师代际互动研究:基于跨文化学习的视角”(项目编号:135403)
关键词
小学教师
全科教师
知识结构
elementary teacher
generalist teacher
knowledge structure
