指向知识创造的教师教育课程创新——基于卓越小学教师培养的探索

Innovation of Teacher Education Curriculum Oriented to Knowledge-Creation:Based on an Exploration on the Cultivation of Excellent Primary Teachers

《中国教育现代化2035》明确提出培养一支"高素质专业化创新型教师队伍"的目标。培养创新型教师的一个关键在于确立教师作为"知识创造者"的主体地位,即教师不仅是已有教育教学知识的继承者和消费者,更是新的教育教学知识的生产者和建设者。为了培养创新型教师,华南师范大学在小学教育专业人才培养中构建并实施了"指向知识创造的教师教育理论课程、实验课程和实践课程",取得了明显成效。其中,教师教育理论课程,注重帮助学习者围绕理论主题,开展文献综述,实现知识整合并创造学术知识;教师教育实验课程,强调让学习者实际经验对学术知识的"转化设计",以此实现知识的转译和定制化进而创造原型知识;教师教育实践课程,则帮助学习者走进实践现场,将原型知识和学术知识应用于教育教学实践情境之中,开展常规-革新-识知三重迭代的行动研究进而创造操作知识。指向知识创造的教师教育课程创新,使得师范生的学习活动发生了"质"的变化,不再仅仅是"获得型学习"和"参与型学习",而是"升华"为"知识创造型学习"。

"China Education Modernization 2035 Framework"clearly proposes to cultivate a"high-quality professional and innovative team of teacher". One of the prominent steps to cultivating innovative teachers is to establish the main position of teachers as"knowledge creators", that is, teachers are not only the inheritors and consumers of existing pedagogical knowledge, but also the producers and builders of new pedagogical knowledge. In order to cultivate innovative teachers, South China Normal University has constructed and practiced the"teacher education theoretical, experimental and practical curriculum oriented to knowledge-creation"with remarkable results. The theoretical curriculum encourages learners doing literature review of theoretical topics, in order to realize knowledge integration and create academic knowledge. The experimental curriculum emphasizes on allowing learners experience the "transformation design" of academic knowledge, in order to realize the translation and customization of knowledge to create prototype knowledge. The practical curriculum provides opportunities of applying the prototype knowledge and academic knowledge, and carrying out three dimensional iterative and spiral action research of routinized action,changed action, knowing action to create operational knowledge. The innovation of teacher education curriculum has brought an essential change to learners’ learning activities. It is no longer"acquiring learning"and"participating learning", but becoming as"knowledge-creation learning".