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篇名 分科抑或全科:本科小学教师培养理念与课程建构省思——基于过程哲学的视角
並列篇名 Departmental or All-around Teacher: Reflections on the training Idea and Curriculum Construction of Primary School Teachers for Undergraduates - From the Perspective of Process Philosophy
作者 魏善春(WEI Shan-chun)
中文摘要 本研究采取哲学省察的方式,对基于传统实体思维的本科小学教师“分科”或“全科”培养的两难困境进行深入探讨,提出将“分科”与“全科”置于人才培养的两极是“具体性误置的谬误” 的观点,认为应当以过程哲学的整合性、关系性和事件思维重新建构本科小学教师培养理念与课程模块。从小学教育的本质属性出发,从儿童需要具备丰满人性的教师的需求出发,面向真实的基础教育实践实施人才培养;以小学真实场景的“主题事件”和儿童的“生活事件”为关键元素建构小教专业课程模块并整合教育理论及学科课程内容;打破分科和全科的壁垒,从儿童立场和儿童视角出发,实现小学教师人才培养与儿童生活的有机统一。
英文摘要 From a philosophical perspective, this study explores the dilemma of the cultivation of “departmental” or “all-around” of primary school undergraduate teachers based on traditional substantive thinking, and puts forwards that It is a fallacy of mistaken concreteness to put “departmental” and “all-around” at the pole of talent cultivation. It is believed that the concept and curriculum system of primary school teachers, training should be reconstructed with the integration, relativity and event thinking of process philosophy. The training of pre-service primary school teachers should be based on the essential nature of primary education, the needs of teachers with full human nature and to face the reality of basic education practice; Constructing the curriculum module of primary education and integrating educational theory and subject curriculum content with the key elements of a theme events” in real scene of primary school and a life events” of children. Breaking the barriers of traditional “departmental” and “all-around”, from the position and the perspective of children, realizing the organic unity of talent training of primary school teachers and children’s life.
頁次 033-040
關鍵詞 分科教师 全科教师 培养理念 课程 过程哲学 departmental teacher all-around teacher training idea course process philosophy CSSCI
卷期 32:3
日期 202005
刊名 教師教育研究
出版單位 北京師範大學、華東師範大學、高等學校師資培訓交流北京中心