摘要
近年来,小学全科教师培养成为基础教育领域备受关注的话题。就学界部分研究而言,小学全科教师的概念纷繁复杂,全科教学与全科教师的发展在一线教育实践中的现实境况亦令人担忧。视全科教师为小学教师的理想状态有其逻辑陷阱,实践上也存在重重困难,势必遮蔽分科教师参与学生经验生活、培养完整人格的可能性。全科教师可以作为弥补小学师资短缺的权宜之计,但将之作为小学教师的理想形象则是对教育分工趋势的背离。小学全科教师面临的实践困境,源于对"全科"理解的偏差。跳出困局的关键,是回到培养具有专业功底、通观认知和全人素养的小学教师的轨道上来。
Recently,training of general teachers in primary school has become a hot-button issue in the field of basic education again.In terms of our personal experience and the cloubts of some academic community,the concept of "general teacher in primary school" is complex,and the realistic situation of general subject teaching and the development of general teachers in front-line educational practice is also worrying.There are logic traps in regarding general teachers as the ideal state of primary school teachers and difficulties in its implementation,because it will hinder the possibility of subject teachers’ participation in students experiencing life and cultivating personality.General practice teachers can be considered as an expedient measure to make up for the shortage of primary school teachers,but the idealization of general teachers is a deviation from the trend of educational division.The practical dilemma faced by primary school general teachers stems from the deviation in the understanding of "general practice".The key to get out of the dilemma is to cultivate primary school teachers with professional skills,holistic cognition and holistic literacy.
作者
邓安琦
石泽川
康永久
DENG Anqi;SHI Zechuan;KANG Yongjiu(Faculty of Education,Beijing Normal University,Beijing,100875,P.R.China;The Branch of Gucheng NO.2 Elementary School,Beijing,100043,P.R.China)
出处
《广东第二师范学院学报》
2022年第1期21-30,共10页
Journal of Guangdong University of Education
关键词
全科教师
分科教学
社会分工
全人教育
通观认知
general teacher
subject teacher
social division of labor
holistic education
holistic cognition
