教师教育课程学习方式变革的“行动学习研究”

“Action Learning” Based on Changes in Learning Approaches to Teacher Education Courses

近年来,大学的教师教育正在遭遇"教学学术漂移""表层学习盛行""核心素养缺失"的困境,直接影响着职前教师的学习质量。"行动学习研究"作为一种整体主义的专业教育形态,把"全人发展"与教学研究相结合,用"项目实践"整合专业学习,注重个体与团队的"互惠创新",有利于变革职前教师的学习方式,培育"终身发展智慧"。研究的设计与实施结果表明,学习方式的变革让职前教师开始在知识学习上谋求成果创新,在问题解决上追求独立自主,在沟通交流上开辟多元通道,在信息技术运用上寻求审美与创造,教师教育者也由"独白者"转变为"六面人"。

In recent years, teacher education at university has been facing difficult situations, such as ＂academic drift＂, ＂prevalence of surface learning＂ and ＂lack of key competence＂, which directly influence the learning quality of pre-serve teachers. As a professional education form of holism, ＂action learning＂ is an effective way to improve learning approaches of pre-serve teachers and facilitate their lifelong development of wisdom through combining ＂holistic development＂ with teaching researches, integrating professional learning with ＂project practice＂ and emphasizing on ＂reciprocity and innovation＂ between individuals and teams. The design and results of research show that the changing of learning approaches inspires pre-serve teachers to explore innovation in knowledge learning, maintain independence in problem solving, establish multiple ways in communication, and pursue aesthetic and creation in the application of information technology. Furthermore, teachers＇ role as educator has been changed from ＂a monologist＂ to ＂a generalist＂.