本文關(guān)鍵詞： 教師教育 實(shí)踐課程 教師實(shí)踐素養(yǎng) 課程變革 課程政策 課程文化　出處：《華東師范大學(xué)》2011年博士論文　論文類(lèi)型：學(xué)位論文

【摘要】：本文以教師職前教育階段的教育實(shí)踐課程為研究對(duì)象,旨在梳理教育實(shí)踐課程的歷史進(jìn)程,審視我國(guó)教育實(shí)踐課程的現(xiàn)狀,并聯(lián)系國(guó)際教育實(shí)踐課程的變革愿景,探尋其變革之路。 教育實(shí)踐課程是教師教育課程的重要組成部分,它以培養(yǎng)教師實(shí)踐素養(yǎng)為課程目標(biāo)。在教師與教師教育的專(zhuān)業(yè)化進(jìn)程中“教師實(shí)踐素養(yǎng)”的涵義是變化發(fā)展的：前專(zhuān)業(yè)發(fā)展時(shí)期的教師實(shí)踐素養(yǎng)是“不需要理論的藝術(shù)”,準(zhǔn)專(zhuān)業(yè)發(fā)展時(shí)期的教師實(shí)踐素養(yǎng)是“理論指導(dǎo)下的技能”,而專(zhuān)業(yè)發(fā)展時(shí)期的教師實(shí)踐素養(yǎng)則是“融合理論與實(shí)踐的知識(shí)、技能及情意”——這是專(zhuān)業(yè)發(fā)展時(shí)期“教師實(shí)踐素養(yǎng)”的核心涵義在知識(shí)基礎(chǔ)、技能基礎(chǔ)和文化基礎(chǔ)三個(gè)層面發(fā)生根本性變革的結(jié)果。 基于課程目標(biāo)的變遷,教育實(shí)踐課程在歷史演進(jìn)中表現(xiàn)出兩種不同的取向——“理論之應(yīng)用”取向和“實(shí)踐中之理論”取向�！袄碚撝畱�(yīng)用”取向的教育實(shí)踐課程包含“基于大學(xué)”的教育實(shí)踐課程和“基于學(xué)�！钡慕逃龑�(shí)踐課程兩種亞形態(tài)。20世紀(jì)80年代以后,“實(shí)踐中之理論”取向的教育實(shí)踐課程進(jìn)入歷史舞臺(tái),它以課程開(kāi)發(fā)的實(shí)踐范式為基礎(chǔ),不但更新了課程主體之間的關(guān)系,而且形成了在宏觀層面注重合作的制度環(huán)境與文化環(huán)境,以及在微觀層面注重教師的臨床指導(dǎo)兩大基本特征,并以諸多教育實(shí)踐課程的實(shí)例表明了它在教育實(shí)踐課程的內(nèi)容組織、實(shí)施和評(píng)價(jià)等方面所蘊(yùn)含的基本要素。 對(duì)我國(guó)教育實(shí)踐課程的審視以考察我國(guó)教育實(shí)踐課程的政策發(fā)展為基礎(chǔ),并以Z省內(nèi)三所教師職前教育機(jī)構(gòu)中的教育實(shí)踐課程為例,采用問(wèn)卷調(diào)查與非結(jié)構(gòu)式深度訪談的方法考察教育實(shí)踐課程的現(xiàn)有框架與存在問(wèn)題,指出我國(guó)教育實(shí)踐課程政策發(fā)展與當(dāng)前課程基本要素中的“理論之應(yīng)用”取向,以及在課程基本特征方面“實(shí)踐中之理論”取向的缺失問(wèn)題。 最后,文章在此基礎(chǔ)上提出變革我國(guó)教育實(shí)踐課程的五個(gè)關(guān)鍵性課題：第一,轉(zhuǎn)換課程取向,明確教育實(shí)踐課程的結(jié)構(gòu)組成；第二,轉(zhuǎn)變編排方式,推進(jìn)教育實(shí)踐課程的分散性；第三,加強(qiáng)臨床指導(dǎo),促進(jìn)教育實(shí)踐課程的反思性；第四,完善合作制度,提升教育實(shí)踐課程實(shí)施的文化性；第五,變革評(píng)價(jià)方式,注重教育實(shí)踐課程評(píng)價(jià)的發(fā)展性。
[Abstract]:The purpose of this paper is to comb the historical process of the educational practice curriculum and to examine the present situation of the educational practice curriculum in our country. And contact with the reform vision of international educational practice curriculum, explore the road of its change. Educational practice curriculum is an important part of teacher education curriculum. It aims at cultivating teachers' practical literacy as its curriculum goal. The meaning of "teacher's practical accomplishment" is changing and developing in the process of professionalization of teacher and teacher education: the teacher's practical accomplishment in the period of pre-professional development is "teacher's practical accomplishment". There is no need for theoretical art ". The practical accomplishment of teachers in the period of quasi-professional development is "skill under the guidance of theory", while the practical accomplishment of teachers in the period of professional development is "the combination of knowledge of theory and practice". Skill and emotion "- this is the result of the fundamental change in the core meaning of" teacher's practical accomplishment "in the period of professional development in three levels: knowledge foundation, skill base and cultural basis. Changes based on curriculum objectives. The curriculum of educational practice shows two different orientations in its historical evolution: "the application of theory" and "theory in practice". The curriculum of educational practice with the orientation of "application of theory" includes "based on university". After 80s of the 20th century. "Theory in practice" has entered the historical stage. It is based on the practical paradigm of curriculum development and not only renews the relationship between curriculum subjects. And has formed in the macroscopic level pays attention to the cooperation the system environment and the cultural environment, and pays attention to the teacher's clinical instruction in the microscopic level two big basic characteristics. Some examples of educational practice curriculum are given to show the basic elements in the content organization, implementation and evaluation of educational practice curriculum. The examination of educational practice curriculum in our country is based on the investigation of the policy development of educational practice curriculum in our country, and takes the educational practice curriculum in three teachers' pre-service educational institutions in Z province as an example. The present framework and existing problems of educational practice curriculum are investigated by questionnaire and non-structured in-depth interviews. It points out that the development of educational practice curriculum policy in our country and the orientation of "application of theory" in the basic elements of current curriculum, as well as the lack of orientation of "theory in practice" in the basic characteristics of curriculum. Finally, the paper puts forward five key topics to reform the curriculum of educational practice in China: first, to change the orientation of the curriculum and to clarify the structure of the curriculum of educational practice; Second, we should change the arrangement mode and promote the dispersion of educational practice curriculum. Third, strengthen clinical guidance and promote the reflection of educational practice curriculum; 4th, perfect the cooperation system, enhance the cultural nature of the implementation of the educational practice curriculum; 5th, change the way of evaluation, pay attention to the development of educational practice curriculum evaluation.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2011
【分類(lèi)號(hào)】：G423

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 郭曉燕;美國(guó)密歇根州立大學(xué)職前教師的教育實(shí)踐課程研究[D];西南大學(xué);2012年

2 田麗敏;《在線測(cè)試系統(tǒng)設(shè)計(jì)》課程開(kāi)發(fā)研究[D];浙江師范大學(xué);2012年

3 于芳;教師職前教育階段“理論與實(shí)踐一體化”教學(xué)的研究[D];溫州大學(xué);2012年

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本文編號(hào)：1460622