本文選題：結(jié)構(gòu)-功能主義 + 行動(dòng)者�。� 參考：《福建師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版)》2017年03期

【摘要】：對(duì)職前教師的專業(yè)成長(zhǎng)而言,專業(yè)成長(zhǎng)不再是一種社會(huì)層面的結(jié)構(gòu)構(gòu)成,更是一種認(rèn)知結(jié)構(gòu)的構(gòu)建�！敖Y(jié)構(gòu)—功能主義”理論認(rèn)為“結(jié)構(gòu)”不再僅僅對(duì)人的行動(dòng)具有制約作用,同時(shí)也是人進(jìn)行積極行動(dòng)的前提和中介。職前教師專業(yè)成長(zhǎng)的問(wèn)題已由“培訓(xùn)”轉(zhuǎn)變?yōu)椤芭嘤?強(qiáng)調(diào)的是職前教師一種學(xué)習(xí)意識(shí)和行為的養(yǎng)成性孕育和過(guò)程性體現(xiàn),而這種“意識(shí)”和“行為”是通過(guò)“素養(yǎng)”的供給而獲取的。“結(jié)構(gòu)—功能主義”理論中制約性與能動(dòng)性并存的本體轉(zhuǎn)向、結(jié)構(gòu)構(gòu)成與行為主體的實(shí)踐互構(gòu)及對(duì)職前教師素養(yǎng)供給的應(yīng)用性分析,為職前教師素養(yǎng)供給維度的構(gòu)建研究提供了一個(gè)新的視角。
[Abstract]:For the professional growth of pre-service teachers, professional growth is no longer a kind of social structure, but also a cognitive structure. "Structure-Functionalism" theory holds that "structure" no longer only restricts human action, but also is the premise and intermediary of positive action. The problem of professional growth of pre-service teachers has changed from "training" to "fostering", which emphasizes the formative gestation and process of pre-service teachers' learning consciousness and behavior. This kind of consciousness and behavior are acquired through the supply of literacy. "Structure-Functionalism" theory is the ontological turn of the coexistence of conditionality and initiative, the construction of structure and the practice of actors, and the analysis of the application of pre-service teachers' literacy supply. It provides a new perspective for the construction of pre-service teachers' literacy supply dimension.
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本文編號(hào)：2042861