“国考”背景下教师教育课程改革的困境与突围--基于伯恩斯坦教育编码理论的分析

The Dilemma and its Solution in Teacher Education Curriculum Reform in Context of“National Examination of Teacher Qualification”: an Analysis based on Basil Bernstein's Code Theory

依据巴兹尔·伯恩斯坦提出的教育编码理论,不难发现,当前我国教师教育课程改革面临的主要困境在于"强分类-强架构"的课程现实与"弱分类-弱架构"的理想吁求之间存在巨大差距。因此,深化教师教育课程改革应强化知识融合的课程理念目标、探索隐性教学的课程实施方式、凸显能力为本的课程评价导向。

From the perspective of Basil Bernstein＇s Code Theory, there is deep dilemma between ＂strong classification-strong framing＂ curriculum situation and ＂weak classification-weak framing＂ curriculum ideal among Chinese teacher education curriculum reform in the context of national teacher qualification examination. At present, in order to deepen teacher education curriculum reform, knowledge integration of curriculum objectives, invisible pedagogies of curriculum implementation （teaching practice）, and competence model of curriculum evaluation should be encouraged.