摘要
小学全科教师的培养问题是近年来教师教育研究的一个重要话题。本文认为,在新时代建设教育强国的背景下,当前小学全科教师的培养在内涵理解、机制设计以及实践路径等三大方面均存在着一定程度的偏差。为了扭转这种“以偏概全”的误区,文章在系统分析“三大偏差”的表现及其产生的具体原因的基础上,从高质量教育发展战略下的认识理解重构、育人机制改革情境下的机制设计重构、教师专业发展新格局下的实践路径重构三方面提出了纠偏的解决方案,力图更好地诠释新时代小学全科教师培养的新样态。
The training of primary school general teachers is an important topic in teacher education research in recent years.This paper argues that,in the context of strengthening education in the new era,the current training of primary school general teachers has certain deviations in terms of understanding of connotation,mechanism design and practi⁃cal path.In order to correct this“General Overview”misunderstanding,based on a systematic analysis of the mani⁃festations and specific causes of the“three major deviations”,this paper proposes solutions to correct these deviations from three aspects:the reconstruction of understanding under the high⁃quality education development strategy,the re⁃construction of mechanism design under the reform of education mechanism,and the reconstruction of practical path under the new pattern of teacher professional development.It aims to better interpret the new model of primary school generalist teacher training in the new era.
作者
马一先
张万朋
MA Yi-xian;ZHANG Wan-peng(Faculty of Education,East China Normal University,Shanghai 200062,China)
出处
《教师教育研究》
北大核心
2023年第2期105-112,共8页
Teacher Education Research
基金
辽宁教育科学规划一般项目“义务教育教师教育教学实绩评价研究”(项目编号JG20CB035)。
关键词
小学全科教师
全科教师培养
样态重构
primary school general subject teachers
general subject teacher training
shape reconstruction
