教育科学 ›› 2024, Vol. 40 ›› Issue (3): 24-30.

• 新时代中国教师素养专题研究 • 上一篇    下一篇

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

吴琼1, 李晓2   

  1. 1.陕西师范大学 数学与统计学院,陕西 西安 710119
    2.哈尔滨师范大学 西语学院,黑龙江 哈尔滨 150025
  • 出版日期:2024-05-15 发布日期:2024-08-07
  • 作者简介:吴琼(1984- ),女,吉林长春人,博士,副教授,主要从事数学教育、教师教育方面的研究;|李晓(1981- ),女,山东青岛人,博士,副教授,主要从事英语教育、教师教育方面的研究。
  • 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)

The Literacies Chinese Teachers Should Possess in the New Era—Survey and Verification of the “New Era Chinese Teachers’ Literacy Model” Based on the Perspective of Teachers

Wu Qiong1, Li Xiao2   

  1. 1. School of Mathematics and Statistics,Shaanxi Normal University, Xi’an Shaanxi 710119,Chinia
    2. School of Western Languages and Cultures,Harbin Normal University,Harbin Heilongjiang 150025,Chinia
  • Online:2024-05-15 Published:2024-08-07

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摘要：

自21世纪以来,厘清教师素养的内涵并建构相应框架或模型,成为教师教育领域的一个研究热点。然而,目前关于教师素养模型的研究在很大程度上缺乏充分的理论基础与实证依据。本研究通过大型问卷调查,了解教师群体对新时代教师所需素养的看法,并在此基础上检验“新时代中国教师素养模型”,判断其内容和结构是否合理。结果显示:尽管存在内部差异,但是教师整体高度认同教师应该具备学科素养、通识素养、学习支持、全人教育、沟通合作、发展改进和师德情怀这七大素养;“两种专业角色×四种专业关系”框架作为教师素养的推导逻辑是合理可行的,并且,“新时代中国教师素养模型”对教师素养的结构化解释是成立的。本研究将丰富教师素养理论研究,并有可能为我国未来修订教师专业标准、促进教师队伍发展建设和推进教师教育课程改革提供决策依据。

关键词: 教师, 教师素养, 教师专业标准, 素养模型, 模型验证

Abstract:

Since the 21st century, clarifying the connotation of teacher literacy and constructing a corresponding framework or model has become a hot research topic in the field of teacher education. However, researches so far on teacher competence model mostly lack sufficient theoretical and practical basis to a large extent. This study conducts a large-scale survey to find out the views of teachers on the literacy required in the new era, and accordingly examines the “Competence Model for Chinese Teachers in the New Era” to validate its content and structure. The results show that: first, despite internal differences, teachers as a whole highly agree that teachers should have seven literacies: subject literacy, general literacy, learning support, holistic education, communication and cooperation, development and improvement, and teacher ethics; second, the framework of “two professional roles × four professional relationships” as the derivation logic of teacher literacy is reasonable and feasible; and in addition, the structured explanation of teacher literacy by the “New Era Chinese Teacher Literacy Model” is valid. This study enriches the theoretical research on teacher literacy and may provide a decision-making basis for the revision of teacher professional standards, the construction of the ranks of teachers, and the reform of the teacher education curriculum in China.

Key words: teacher, teacher literacy, teacher professional standards, literacy model, model verification

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