摘要
美国教师教育的发展伴随着问题的争论,这些争论涉及到两大根本问题:在培养目标上,话题已经由多元文化教师转到反思性教师的培养上;在课程设置上,"学科教学知识"的理念开始逐步取代学科中心主义的基本主张。在美国教师教育研究的争论中,课程设置之争也是学科地位之争和学科利益之争;这种争论建立在理性对话的基础上;有了理性对话,教师教育的培养目标就能在理想与现实间寻求妥善的安置。
The development of teacher education in the US is accompanied by debating on related issues. These disputes involve two fundamental issues. In the aspect of training objectives, the topic has shifted from ＂multi-cultural teachers＂ into ＂the training of reflective teachers＂. In the aspect of curriculum, the concept of teaching knowledge began to replace the basic ideas of subject-centered theory. The dispute on curriculum is in fact the dispute on the status and interest of the subject. This debate is based on the rational dialogue, in which the training objectives of teacher education will be able to find a proper resettlement between the ideal and the reality.
出处
《比较教育研究》
CSSCI
北大核心
2008年第11期57-62,共6页
International and Comparative Education
基金
国家社科基金项目"促进教育公平问题研究"
安徽省高等学校省级教学研究重点项目"新课程背景下教师教育人才培养模式的理论与实践研究"的阶段性成果。
关键词
美国
教师教育
多元文化教师
反思性教师
学科中心主义
学科教学知识
the US
teacher education
muhi-cuhural teachers
reflective teachers
subject-centered theory
teaching knowledge
