高师语文教师职前教育课程模式探究

A Study of the Curriculum Model of Pre-service Education for Students of Chinese of Higher Normal School

长期以来,师范生对语文教师理论知识的静态学习更为关注,而对语文教学实践性知识的动态习得、智慧性生成关注不够,把理应在教师职前培训阶段解决的问题推到了职后阶段,大大削弱了高师语文教师职前教育课程的现实转化价值。高师语文学科教育出现了"理论优先"、"学科本位"的尴尬境况,探究在新课改背景下如何为传统高师语文学科教育注入时代活力,关注准教师实践性知识的习得,提出高师语文学科教育"实践—反思"型课程模式的理论构设,致力于高师语文学科教育专业课程内容、结构及教学模式的革新,探索重构语文教师职前教育培养课程体系。

For a long time, more attention have been paid to the Chinese teachers＇ theoretical knowledge acquired in a static way, and the teaching and practical knowledge of the Chinese language has been ignored, which consequently have weakened the teaching skills of the students and have devalued the conversion of the pre - service training courses. This paper analyses the embarrassing situation arisen as a result of the ＂theory first＂ and ＂subject foremost＂ of the school curriculum. And in order to meet the challenge of the new curriculum reform, it puts forward a curriculum model of ＂practice - introspection＂ in the Chinese language teaching. The model aims to reform the content, construction and patterns of training for would - be teachers of Chinese to improve their practical skills. It is a successful attempt to reconstruct the pre - service education system for training teachers of Chinese.