【摘要】：在教育知識(shí)生產(chǎn)專業(yè)化、批量化的時(shí)代,過(guò)度教師教育的產(chǎn)生實(shí)屬必然。教師專業(yè)發(fā)展的多端性、多源性、復(fù)雜性、多路徑?jīng)Q定了:教育知識(shí)既不是教師專業(yè)發(fā)展的唯一內(nèi)容、唯一資源與唯一路徑,也不都是教師專業(yè)發(fā)展的必需營(yíng)養(yǎng)品。我國(guó)聯(lián)體教師教育體制的現(xiàn)實(shí)表明:時(shí)代依然需要教育知識(shí),但其存在的合法空間應(yīng)當(dāng)適度收縮。選擇教育知識(shí),以核心教育知識(shí)為基軸來(lái)優(yōu)化教師教育課程,是防控過(guò)度教師教育的有效出路。
[Abstract]:In the era of specialization and batch of educational knowledge production, the emergence of excessive teacher education is inevitable. The multi-terminal, multi-source, complexity and multi-path of teachers' professional development determine that educational knowledge is neither the only content, the only resource and the only path of teachers' professional development, nor is it all necessary nutrients for teachers' professional development. The reality of China's conjoined teacher education system shows that the times still need educational knowledge, but the legal space for its existence should be moderately reduced. It is an effective way to prevent and control excessive teacher education to choose educational knowledge and optimize teacher education curriculum based on core educational knowledge.
【作者單位】： 陜西師范大學(xué)教育學(xué)院;
【基金】：陜西師范大學(xué)2012年教師教育研究項(xiàng)目(JSJY2012ZD03)
【分類號(hào)】：G655.1
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本文編號(hào)：2475948