论教育实践课程

发布时间：2018-01-24 17:47

本文关键词： 教师教育实践课程教师实践素养课程变革课程政策课程文化　出处：《华东师范大学》2011年博士论文　论文类型：学位论文

【摘要】：本文以教师职前教育阶段的教育实践课程为研究对象,旨在梳理教育实践课程的历史进程,审视我国教育实践课程的现状,并联系国际教育实践课程的变革愿景,探寻其变革之路。教育实践课程是教师教育课程的重要组成部分,它以培养教师实践素养为课程目标。在教师与教师教育的专业化进程中“教师实践素养”的涵义是变化发展的：前专业发展时期的教师实践素养是“不需要理论的艺术”,准专业发展时期的教师实践素养是“理论指导下的技能”,而专业发展时期的教师实践素养则是“融合理论与实践的知识、技能及情意”——这是专业发展时期“教师实践素养”的核心涵义在知识基础、技能基础和文化基础三个层面发生根本性变革的结果。基于课程目标的变迁,教育实践课程在历史演进中表现出两种不同的取向——“理论之应用”取向和“实践中之理论”取向。“理论之应用”取向的教育实践课程包含“基于大学”的教育实践课程和“基于学校”的教育实践课程两种亚形态。20世纪80年代以后,“实践中之理论”取向的教育实践课程进入历史舞台,它以课程开发的实践范式为基础,不但更新了课程主体之间的关系,而且形成了在宏观层面注重合作的制度环境与文化环境,以及在微观层面注重教师的临床指导两大基本特征,并以诸多教育实践课程的实例表明了它在教育实践课程的内容组织、实施和评价等方面所蕴含的基本要素。对我国教育实践课程的审视以考察我国教育实践课程的政策发展为基础,并以Z省内三所教师职前教育机构中的教育实践课程为例,采用问卷调查与非结构式深度访谈的方法考察教育实践课程的现有框架与存在问题,指出我国教育实践课程政策发展与当前课程基本要素中的“理论之应用”取向,以及在课程基本特征方面“实践中之理论”取向的缺失问题。最后,文章在此基础上提出变革我国教育实践课程的五个关键性课题：第一,转换课程取向,明确教育实践课程的结构组成；第二,转变编排方式,推进教育实践课程的分散性；第三,加强临床指导,促进教育实践课程的反思性；第四,完善合作制度,提升教育实践课程实施的文化性；第五,变革评价方式,注重教育实践课程评价的发展性。
[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.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G423

【引证文献】