师范教育课程的实践哲学转向

The Transition to Practical Philosophy of Curriculum of Teacher's Education

传统的师范教育课程更多地关注师范生对教育理论、学科知识与技能的掌握,而对其实践智慧的培养意识存在不足。实践哲学则为师范教育的课程转向提供了新思路。在实践哲学视野下,师范教育课程首先需要转向道德实践,以关注真实课堂情境下教育者所需的伦理素养与人文品性,而不仅仅是学习作为一名准教师所应具备的学识与技能。师范教育的课程及教学是多元的、开放的、丰富的,并非理性的科学语言所能全部呈现,因此还需转向审美实践。最后,实践哲学视野下的教师教育课程必需转向智慧实践的生成与获得,而不应只是师范生的学科化知识与教学技能。

The current teacher education courses, often more concerned about education theory, subject knowledge and skills, are lack of normal students the importance of practice wisdom. In recent years the rise of practical philosophy turned out to provide the above-mentioned the plight of the new thinking. First of all, teacher education courses become moral practice. Philosophy of practice teachers and teacher education courses are to develop the students＇ ethical and moral practice. Normal course students learn to become a teacher not only has the knowledge and teaching skills, but also a real classroom situations faced by the moral need to practice and humanistic quality. Secondly, teacher education courses become aesthetic practice. The curriculum and teaching is complex, pluralistic, rich, and it is difficult to adopt a rational language of science to show integrity, and the need for ＂aesthetic＂ concern of the practice. Third, the teacher education curriculum should be the wisdom of practice. Curriculum of teacher education is not just concerned about teacher knowledge and skills, students should be concerned about the wisdom of the practice of their generation and access.