“结构-功能主义”视角下职前教师素养供给维度的构建

发布时间：2018-06-20 04:02

  本文选题：结构-功能主义 + 行动者　； 参考：《福建师范大学学报(哲学社会科学版)》2017年03期

【摘要】：对职前教师的专业成长而言,专业成长不再是一种社会层面的结构构成,更是一种认知结构的构建。“结构—功能主义”理论认为“结构”不再仅仅对人的行动具有制约作用,同时也是人进行积极行动的前提和中介。职前教师专业成长的问题已由“培训”转变为“培育”,强调的是职前教师一种学习意识和行为的养成性孕育和过程性体现,而这种“意识”和“行为”是通过“素养”的供给而获取的。“结构—功能主义”理论中制约性与能动性并存的本体转向、结构构成与行为主体的实践互构及对职前教师素养供给的应用性分析,为职前教师素养供给维度的构建研究提供了一个新的视角。
[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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本文编号：2042861