关于新时代中国教师素养模型建构的前提性思考*

教育科学 ›› 2024, Vol. 40 ›› Issue (3): 1-9.

• 新时代中国教师素养专题研究 • 下一篇

关于新时代中国教师素养模型建构的前提性思考^*

饶从满, 王玥

东北师范大学国际与比较教育研究院,吉林长春 130024

出版日期:2024-05-15 发布日期:2024-08-07
作者简介:饶从满(1966- ),男,安徽六安人,教育学博士,东北师范大学国际与比较教育研究院院长,教授,主要从事教师教育、公民与道德教育研究;|王玥(1995- ),女,黑龙江哈尔滨人,东北师范大学国际与比较教育研究院博士生,主要从事比较教育、公民与道德教育研究。
基金资助:
^*国家社会科学基金“十三五规划”2019年度教育学重点课题“新时代教师专业标准研究”(AFA190007)

Preliminary Thoughts on the Construction of Competence Model for Chinese School Teachers in the New Era

Rao Congman, Wang Yue

Institute of International and Comparative Education, Northeast Normal University, Changchun Jilin 130024, China

Online:2024-05-15 Published:2024-08-07

摘要/Abstract

摘要：

明确“新时代中国”对教师素养模型建构的意蕴,厘清教师素养概念,以及选择教师素养分析的路径与方法,是建构新时代中国教师素养模型的前提性工作。“新时代”对教师素养模型建构的意蕴不只是增加一些新元素,更在于以变革素养为导向的素养结构变化;“中国”之于教师素养模型的意蕴可从解决中国问题、对接中国话语和形成中国特色三个方面去理解。“综合/整体素养”概念更符合教师职业情境,并有别于素质、能力和胜任力等概念。建构教师素养模型,需要将基于研究/理论、基于实践和基于专家知识三种路径有机结合、综合运用,并需坚持三个原则:一是既要基于研究成果,又要重视汇聚相关当事人的共识;二是在未来性与现实性之间做好平衡;三是兼顾有效性与经济性。

关键词: 教师专业标准, 教师素养, 素养模型, 模型建构, 新时代

Abstract:

Clarifying the implications of “China in the New Era” for the construction of the teacher competence model, clarifying the concept of teacher competence, and selecting the path and method of teacher competence analysis are the prerequisites for constructing the teacher literacy model in the new era. The implications of “New Era” for the construction of the teacher competence model are not only to add some new elements, but also to change the competence structure oriented to transform competence; the meaning of “China” for the teacher competence model can be understood from three aspects: solving China’s problems, matching Chinese discourse and forming Chinese features. The concept of “comprehensive/holistic literacy” is more in line with the professional context of teachers, and is different from concepts such as quality, ability, and competence. To construct the teacher literacy model, it is necessary to organically combine and comprehensively apply the three paths based on research/theory, practice, and expert knowledge, and adhere to three principles: first, it should be based on research results and pay attention to gathering the consensus of relevant parties; second, it should strike a balance between future and reality; third, it should take into account effectiveness and economy.

Key words: teacher professional standards, teacher competence, competence model, model construction, new era

中图分类号:

饶从满, 王玥. 关于新时代中国教师素养模型建构的前提性思考^*[J]. 教育科学, 2024, 40(3): 1-9.

Rao Congman, Wang Yue. Preliminary Thoughts on the Construction of Competence Model for Chinese School Teachers in the New Era[J]. Education Science, 2024, 40(3): 1-9.

参考文献 32

[1]	饶从满. 教师专业标准何为?——教师专业标准思想背景与目的取向的比较透视[J]. 外国教育研究, 2022, 49(1): 3-16.
[2]	变革我们的世界:2030年可持续发展议程[EB/OL].(2015-09-25)[2022-09-19]. https://sdgs.un.org/zh/2030agenda.
[3]	联合国教科文组织. 变革教育,变革世界: 学会可持续共处[EB/OL].(2022-09-15)[2023-09-19]. https://www.un.org/sites/un2.un.org/files/transform-the-world_agenda_zh.pdf.
[4]	[6][7] OECD. OECD Learning Compass 2030[R/OL].(2019-05-22)[2023-08-09]. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/OECD_Learning_Compass_2030_concept_note.pdf.
[5]	白井俊. OECD Education 2030 プロジェクトが描く教育の未来――エージェンシー、資質·能力とカリキュラム[M]. 東京: ミネルヴァ書房,2020: 63.
[8]	联合国教科文组织. 一起重新构想我的未来:为教育打造新的社会契约[R/OL].(2021-11-10)[2023-09-12]. https://unesdoc.unesco.org/ark:/48223/pf0000382459?posInSet=7&queryId=N-EXPLORE-9d828f92-34fe-4a5e-8fab-9a8c76627b4c.
[9]	[14] BPYLAN M, ADAMS G, PERRY E, et al. Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review[J]. Professional development in education, 2023, 49(4):651-669.
[10]	BIESTA G. Education,measurement,and the professions:reclaiming a space for democratic professionality in education[J]. Educational philosophy and theory, 2017, 49(4),315-330.
[11]	SACHS J. The activist professional[J]. Journal of educational change, 2000, 1(1):77-94.
[12]	SACHS J. Teacher professional identity: competing discourses, competing outcomes[J]. Journal of education policy, 2001, 16(2):149-161.
[13]	MOCKLER N. Trans/forming teachers: new professional learning and transformative teacher professionalism[J]. Journal of in-service education, 2005, 31(4),733-746.
[15]	[16][17][18][24] STOOF A, MARTENS R L, VAN MERRI-ËNBOER J J G, et al. The boundary approach of competence: a constructivist aid for understanding and using the concept of competence[J]. Human resource development review, 2022, 1(3),345-365.
[19]	[20] LESTER S. Professional competence standards and frameworks in the UK[J]. Assessment and evaluation in higher education, 2014, 39(1),38-52.
[21]	饶从满, 王静. 构建基于导向型教师专业标准的教师教育质量保障体系:关于修订与实施《教师专业标准》的思考与建议[J]. 河北师范大学学报(教育科学版), 2024, 26(2):53-60.
[22]	[23] 饶从满, 吴琼, 李晓. 新时代中国教师素养模型的理论建构[J]. 教师教育研究, 2024(1):8-15.
[25]	饶从满. 美国“素养本位教师教育” 运动再探:以教师素养的界定与选择为中心[J]. 外国教育研究, 2020(7):3-17.
[26]	DODL N R. Selecting competency outcomes for teacher education[J]. Journal of teacher education, 1973, 24(3):194-199.
[27]	COOPER J M, JONES H L, WEBER W A. Specifying teacher competencies[J]. Journal of teacher education, 1973, 24(1):17-23.
[28]	CHONG S, CHEAH H. A values, skills and knowledge framework for initial teacher preparation programmes[J]. Australian journal of teacher education, 2009, 34(3):1-17.
[29]	[31] 李晓, 饶从满. 比较视野下的教师专业标准研制与实施[J]. 外国教育研究, 2021(8):3-18.
[30]	MCDONALD F J. The rationale for competency-based programs[M]//HOUSTON W R. Exploring competency-based education. Berkeley: McCutchan Publishing Corporation,1974:17-30.
[32]	CAMPION M A, FINK A A, RUGGEBERG B J, et al. Doing competencies well: best practices in competency modeling[J]. Personnel psychology, 2011, 64(1):225-262.

关于新时代中国教师素养模型建构的前提性思考^*

Preliminary Thoughts on the Construction of Competence Model for Chinese School Teachers in the New Era

RichHTML

PDF

可视化

摘要/Abstract

引用本文

使用本文

参考文献 32

相关文章 13

编辑推荐

Metrics

本文评价

[1]	吴琼, 李晓. 新时代中国教师应具备什么样的素养?^*——基于教师视角的“新时代中国教师素养模型”的调查验证[J]. 教育科学, 2024, 40(3): 24-30.
[2]	苗学杰. 教师“全人教育”素养:内涵、价值与构成^*[J]. 教育科学, 2024, 40(3): 17-23.
[3]	吴宗劲, 王静. 论师德情怀:内涵、意义与构成要素^*[J]. 教育科学, 2024, 40(3): 10-16.
[4]	周成海. 品性取向教师教育之分析^*[J]. 教育科学, 2023, 39(5): 67-74.
[5]	张春丽. 新时代高校思想政治理论课教学的守正与创新^*[J]. 教育科学, 2023, 39(5): 45-50.
[6]	翁伟斌, 张良. 新时代劳动教育的价值审视与实践路径^*[J]. 教育科学, 2023, 39(2): 41-47.
[7]	张永康. 我国高校美术教育的价值意蕴、现实困境与实践进路^*[J]. 教育科学, 2022, 38(5): 91-96.
[8]	卢红, 赵越. 中国共产党国家安全教育:演进、特征与展望^*[J]. 教育科学, 2022, 38(5): 16-22.
[9]	李艳艳, 刘云艳. 基于学习进阶的幼儿教师数学核心经验模型建构^*[J]. 教育科学, 2021, 37(1): 90-96.
[10]	赵明仁, 陆春萍. 新时代我国高素质专业化创新型教师队伍建设论纲^*[J]. 教育科学, 2021, 37(1): 9-16.
[11]	朱德全, 冯丹. 和而不同:义务教育优质均衡发展的新时代要义与治理逻辑^*[J]. 教育科学, 2021, 37(1): 23-30.
[12]	刘刚, 丁三青. 大学卓越教师教学学术核心能力的圈层结构及其特征^*[J]. 教育科学, 2020, 36(6): 53-60.
[13]	杨艳茹, 肖立莉, 刘向军. 新时代师范生理想信念教育的课程体系研究^*[J]. 教育科学, 2020, 36(5): 35-40.