我国小学教师多学科教学的专业发展困境探析

发布时间：2018-03-09 10:18

本文选题：小学教师　切入点：多学科教学　出处：《教育发展研究》2017年Z2期 　论文类型：期刊论文

【摘要】：目前我国小学教师培养、认定和招聘模式呈现单学科倾向,但我国小学教师中有53.39%的教师从事多学科教学,村屯教师更是高达73.82%。教师从事多学科教学的情况多样,研究发现,"单主科+副科"是主要任教形式,同时存在非师范生向多副科教学聚集、村屯教师多学科教学现象突出、教师任教双主科的专业对口率最低等现象。由于所教与所学缺乏一致性,小学教师开展多学科教学时面临着发展内容、发展方向、发展支持的专业发展困境。因此,为从事多学科教学的教师提供系列保障势在必行,这就需要强化教师多学科教学中对隐性工作的认可、尊重教师需求和符合教学规律的教学安排方式、构建以教学实践为导向的职前培养与认定模式。
[Abstract]:At present, the mode of primary school teacher training, identifying and recruiting in our country shows a single subject tendency. However, 53.39% of the primary school teachers in our country are engaged in multi-disciplinary teaching, and the village teachers are as high as 73.82.The situation of teachers engaging in multi-disciplinary teaching is various. It is found that "single subject and secondary subject" is the main form of teaching, and there is a gathering of non-normal students to multi-subject teaching, and the phenomenon of multi-disciplinary teaching of village teachers is prominent. Due to the lack of consistency between teaching and learning, primary school teachers are faced with the difficulties of developing content, developing direction and supporting professional development, because of the lack of consistency between what they teach and what they have learned. It is imperative to provide a series of protection for teachers engaged in multi-disciplinary teaching. It is necessary to strengthen teachers' recognition of recessive work in multi-disciplinary teaching, respect teachers' needs and meet the teaching rules of teaching arrangements. To build a teaching practice-oriented pre-employment training and recognition model.
【作者单位】：东北师范大学中国农村教育发展研究院;
【分类号】：G625.1

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