摘要
只有专属于教师教育领域的知识,才能够成就教师教育学科,并通过已经学科化的教师教育课程体系,培养出作为专业人员的教师。教师教育在融入高等教育之前,特别是在长期的师范教育办学过程中,形成了依托经验积累的技能传统;然而在教师教育高等教育化的过程中,则需要依托学科知识和教育科学知识,生成具有自生命力的学科教学知识体系,且根据实践需要和师范生可理解程度,将其转化为教师教育核心课程,才能够在高等教育体系中拥有学科身份,形成相对成熟的专业人才培养模式。在把教师当专业人员培养时,需要赋予他们生成和应用专业知识的双重使命,通过专业知识的生成来提高应用效率,通过应用来检验专业知识的适用性,从而推动教师始终坚持在专业知识生成与应用的学科前沿。
Only the knowledge that belongs to the field of teacher education can help establish the discipline of teacher education,and train teachers as professionals through the disciplinary curriculum system of teacher education.Before teacher education was integrated into higher education,especially in the long-term process of normal education,teacher education developed the tradition of acquiring skills through the accumulation of experience;however,in its integration into higher education,teacher education needs to generate the system of pedagogical content knowledge with its own vitality by relying on disciplinary knowledge and educational knowledge,and according to the needs of practice and teacher candidates’ comprehensive faculty,transform the pedagogical content knowledge into the core curriculum for teacher education,thus achieving a disciplinary status in the higher education system and developing a relatively mature mode of talent training. During the training of teachers as professionals,in order to push them to the forefront of professional knowledge generation and application,we need to grant them the dual mission of generating and applying professional knowledge:improving the efficiency of application by generating professional knowledge,and testing the applicability of professional knowledge through application.
作者
周彬
Zhou Bin(the College of Teacher Education,East China Normal University,Shanghai 200062)
出处
《教育研究》
CSSCI
北大核心
2021年第7期37-47,共11页
Educational Research
关键词
教师教育
学科建设
学科教学知识
教师教育课程
teacher education
disciplinary construction
pedagogical content knowledge
teacher education curriculum
