当代美国教师教育课程思想的三种价值取向分析

发布时间：2018-09-13 08:13

【摘要】：学术取向、专业取向、社会(公正)取向共同构成了20世纪80年代以来美国教师教育课程思想的三大价值取向。专业取向教师教育课程思想以教育学科为中心,相信教育科学研究和教学知识基础的作用,在教育研究和专业评判的基础上,致力于建立专业教师队伍。学术取向教师教育课程思想以通识教育、任教科目为中心,通过教师掌握其知识结构,并把其注入教师教育课程中,完善教师的知识体系,促使教师形成良好的教育判断力。社会取向教师教育课程思想是在美国面对日益多元化的教学环境下,把教师当做转化型知识分子,赋权增能,以社会重建、改造为中心,实现教育和社会公平。三大价值取向的思想体现出了融合与多元模式的思想特征和发展趋势,构成了当代美国教师教育课程思想的基本图景。
[Abstract]:Academic orientation, professional orientation and social (fair) orientation constitute the three value orientations of American teacher education curriculum thought since 1980s. The thought of professional orientation teacher's education curriculum is centered on the subject of education. It is believed that the function of educational science research and teaching knowledge foundation, and on the basis of educational research and professional evaluation, we should devote ourselves to establishing a contingent of professional teachers. The thought of academic orientation teacher education curriculum is centered on general education and teaching subject. Through teachers mastering their knowledge structure and infusing them into teacher education curriculum, teachers' knowledge system can be perfected and teachers' good educational judgment can be formed. In the face of the increasingly diversified teaching environment in the United States, the idea of social orientation teacher education curriculum is to treat teachers as transformational intellectuals, to empower and empower students, to focus on social reconstruction and transformation, and to realize education and social equity. The thought of three value orientations embodies the ideological characteristics and developing trend of fusion and plural mode, and constitutes the basic picture of the contemporary American teacher education curriculum thought.
【作者单位】：华中师范大学教育学院;
【基金】：教育部人文社会科学研究规划2011年度青年基金项目“基于专业取向的美国教师教育课程思想研究”(项目编号:11YJC880015) 全国教育科学规划教育部重点课题“美国社区学院兼职教师的专业发展及启示——基于‘双师型’教师培养的视角”(课题批准号:GJA114021) 湖北省教育科学“十二五”规划2011年度立项课题“免费师范生在教师教育课程中的学习经验与成效研究”(课题批准号:2011B037)的阶段性研究成果
【分类号】：G652.3

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