教育目标分类理论语境中教师专业素养的形成

The Formation of Teachers’ Professional Quality in the Context of Classification Theory of Educational Objectives

教师的专业素养包括专业情意、专业知识与专业能力,这和教育目标分类理论的情感目标、认知目标与动作技能目标高度一致,故教师专业素养的形成可以借鉴教育目标分类理论.我们对教育目标分类理论进行价值判断与分析,批判性地吸收其理论的合理成分,以期有效地形成教师（师范生）的专业素养.师范生专业知识是“养成”的,专业能力是“炼成”的,而其专业情意则是“生成”的,所以在教师专业素养的形成过程中,师范院校在专业知识、专业能力、专业情意方面所采取的培养方式应该是各自不同的.

Teacher’s professional quality consists of professional cordiality, professional knowledge and professional skills,which is in accordance with cognitive goals, affective goals and psychomotor skill goals of classification theory of educational ob-jectives. Therefore, the formation of professional quality can follow the classification theory of educational objectives. Through an-alyzing the value of the theory, we critically absorb the reasonable elements in order to effectively form the teachers’ professionalquality. The professional knowledge of the students majoring in teaching relies on “cultivation”, their professional skills rely on“practice”, and their professional cordiality relies on “generation”. Therefore, in the process of forming teachers’ professionalquality, there should be different cultivation modes in these three aspects in different normal universities.