我国小学教师多学科教学的专业发展困境探析

An Analysis of the Dilemma of Professional Development of Multi-disciplinary Teaching of Primary School Teachers in China

目前我国小学教师培养、认定和招聘模式呈现单学科倾向,但我国小学教师中有53.39%的教师从事多学科教学,村屯教师更是高达73.82%。教师从事多学科教学的情况多样,研究发现,"单主科+副科"是主要任教形式,同时存在非师范生向多副科教学聚集、村屯教师多学科教学现象突出、教师任教双主科的专业对口率最低等现象。由于所教与所学缺乏一致性,小学教师开展多学科教学时面临着发展内容、发展方向、发展支持的专业发展困境。因此,为从事多学科教学的教师提供系列保障势在必行,这就需要强化教师多学科教学中对隐性工作的认可、尊重教师需求和符合教学规律的教学安排方式、构建以教学实践为导向的职前培养与认定模式。

At present, China＇s primary school teachers training, identification and recruitment model presents tendencies of single subjects, and 53.39% of China＇s primary school teachers have engaged in multi-disciplinary teaching, and for village teachers the percentage is 73.82%. Teachers engage in multidisciplinary teaching in diverse circumstances, and the study found that ＂main subjects ＋ supplementary subject＂ is the main form of teaching. Non-normal students tend to engage in supplementary subjects teaching, village teachers mostly in multi-disciplinary teaching. The rate of teachers teaching double main subjects is the lowest. Due to the lack of consistency in teaching and learning, primary school teachers when they develop muhidisciplinary teaching are faced with difficulties in the development of content, development direction, development support and professional development. It is imperative to provide a series of guarantees for teachers engaged in multidisciplinary teaching, such as strengthening the recognition of hidden work in teachers ＂muhidisciplinary teaching, respecting teachers＂ needs and making arrangement consistent with teaching rules, and constructing pre-service training and identification patterns.