由技术理性主义到整合主义:美国专业取向教师教育课程的演进

From Technical Rationality to Integration:the Development of Professional Orientation Teacher Education Curriculum in the USA

应时代发展要求,美国专业取向教师教育课程思想由技术理性主义向整合主义发展,教学专业化发展也经历了相应的转变。20世纪中下叶占支配性影响地位的技术理性主义教师教育课程,主张对教师进行训练,让其掌握批量的教学技术理论知识。这导致教师教育课程出现理论知识与实践分离、忽视了实践知识的情景性等问题,促使新的教师教育课程理念和实践的出现。整合主义教师教育课程关注对实践知识的情景性关怀、对个体知识的关怀,以解决目前美国乃至国际教师教育面临的问题——提高(职前)教师教学实践能力,强调在合作探究的基础上寻求理论本位与经验本位知识的融合。

What knowledge and ability should teacher have and how to get？ It is embodied in the teacher education curriculum system. With the new requirement of age development, the professional orientation teacher education curriculum in the USA has developed from technical rationality to integration, and teacher professional development has gone through two stages, Technical rationality teacher education curriculum has established research knowledge-based and technicism model which have the overwhelming influence in the middle and late 20 century. To take education as a science, then we train teachers and let them master the bulk of the theoretical knowledge of teaching techniques. It also results in problems that the separation of theoretical knowledge and practice, the ignorance of the context of practical knowledge, which facilitates the appearance of integration. Integration teacher education curriculum focuses on the practice knowledge context and personal knowledge, so that to solve the serious problem in the USA and even international teacher education improve the pre-service teacher ability of teaching practice, probe the way to integrate the theory and practice based on the cooperation and exploration, and promote the development of teacher education institution.