教育科学 ›› 2023, Vol. 39 ›› Issue (6): 66-72.

• 高等教育研究 • 上一篇    下一篇

教师教育专业化视野中的学科专业课程建设初探*

杨跃1, 罗仁杰2   

  1. 1.南京师范大学 教育科学学院,江苏 南京 210097
    2.教育部普通高校人文社会科学重点研究基地 北京师范大学教师教育研究中心,北京 100875
  • 出版日期:2023-11-15 发布日期:2024-03-06
  • 作者简介:杨跃(1971- ),女,江苏大丰人,南京师范大学教育科学学院教授,博士生导师,教育学博士,主要从事教师教育、教育社会学研究;|罗仁杰(1999- ),男,陕西西安人,教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心研究生,主要从事学科教师教育、教师教育大学化研究。
  • 基金资助:
    * 2022年度江苏省教育科学规划战略性与政策性重大招标课题“新时代高质量教师教育体系建构研究”(A/2022/b7)

A Preliminary Study on the Construction of Subject Matter Curriculum From the Perspective of Teacher Education Professionalism

Yang Yue1, Luo Renjie2   

  1. 1. School of Education Sciences,Nanjing Normal University,Nanjing Jiangsu 210097,China
    2. Center for Teacher Education Research,Beijing Normal University,Beijing 100875,China
  • Online:2023-11-15 Published:2024-03-06

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摘要：

在教师专业化视野中,教师所应具备的学科知识具有多维性、教育性、促学性和基础性。在教师教育专业化视野中,旨在帮助师范生获得学科知识的学科专业课程,作为师范教育课程体系中的一类重要课程,应凸显关键专业属性、聚焦核心专业目标;强化师范生对学科知识的深度理解和“为教而学”的意识,选择和编排“面向教学的学科知识”,遵循“理论与实践互嵌”的课程实施原则,并探索、创新“双维”学习评价,从而真正体现教师教育不可替代的专业性,保障高质量师范生培养。

关键词: 教师的学科知识, 教师教育专业化, 学科专业课程, 面向教学的学科知识, 教师教育的教育学

Abstract:

From the perspective of teachers’professionalism,the disciplinary knowledge that teachers should possess is multi-dimensional,educational,learning-promoting,and fundamental. From the perspective of professionalization of teacher education,subject matter curriculum designed to help pre-service teachers acquire discipline knowledge,as an important type of curriculum in the teacher education curriculum system,should highlight key professional attributes and focus on core professional goals;should strengthen pre-service teachers’in-depth understanding of discipline knowledge and awareness of“learning for teaching”,choose“teaching-oriented discipline knowledge”,follow the curriculum implementation principle of“inter-embedded theory and practice”,and explore and innovate “double-dimensional”learning evaluation, so as to truly reflect the irreplaceable professionalism of teacher education and ensure the cultivation of high-quality pre-sevice teachers.

Key words: teachers’disciplinary knowledge, teacher education professionalization, subject matter curriculum, teaching-oriented discipline knowledge, pedagogy of teacher education

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