国际理解课程开发何以提升教师专业素养——基于对15位“种子教师”的深度访谈

Development of International Understanding Curriculum to Improve Teachers’Professional Quality:Based on In-depth Interviews With 15“Seed Teachers”

近年来,国际理解教育的价值日益凸显,国际理解课程的开发不仅有利于开阔学生的视野,帮助学生树立人类命运共同体的意识,而且也激活了教师的专业活力。本研究基于“新时代中国教师素养理论模型”分析框架,以成都市高新区首批参与“国际理解教育课程开发项目”的15位“种子教师”为研究对象,通过访谈,挖掘国际理解课程开发过程与教师专业素养提升之间的作用机理。研究发现,国际理解课程开发对“种子教师”的通识素养、学习支持和发展改进三方面的教师专业素养具有显著提升作用。国际理解课程促进教师专业素养的提升具体表现在,国际理解话题的广泛性要求教师要跳脱学科囿限求发展,以广泛话题促进教师通识素养的提升;国际理解教学范式的转向要求教师必须扎根课堂提效率,促进教师学习支持能力的提升;而目前国际理解教育范例的缺失又倒逼教师打破经验谋创新,促进了教师发展改进能力的提升。

In recent years,the value of international understanding education has become increasingly prominent.The development of international understanding curriculum not only helps broaden students’horizons and help them establish a sense of a community with a shared future for mankind,but also activates teachers’professional vitality.This study is based on the analytical framework of the“Theoretical Model of Chinese Teacher Literacy in the New Era”and takes the first batch of 15“seed teachers”who participated in the“International Understanding Education Curriculum Development Project”in Chengdu High-tech Zone as the research subjects,and through interviews,it explores the mechanism between the development process of international understanding curriculum and teachers’professional quality improvement.The study found that the development of international understanding curriculum has a significant effect on improving the professional qualities of“seed teachers”in three aspects:general literacy,learning support and development improvement.The specific manifestations that the international understanding curriculum promotes the improvement of teachers’professional quality are as follows:the breadth of international understanding topics requires teachers to break away from subject constraints and seek development,and use a wide range of topics to promote the improvement of teachers’general quality;the shift in the international understanding teaching paradigm requires teachers to take root in the classroom to improve efficiency and promote the improvement of teachers’learning support capabilities;while the current lack of international understanding education paradigms forces teachers to break through experience and seek innovations to promote teachers’development and improvement capabilities.