摘要
教师身份的逻辑转换、教师知识的逻辑升级、教师培养的逻辑拓展为教师教育学科的确立奠定了逻辑基础。教师教育学科以教师为研究对象,以教师发展为根本任务,具有交叉综合性和实践性。建设具有专业凝聚力的学科建制,探索多元一体的学科知识构架,构建实践取向的课程体系,是教师教育学科建设的三大路径。
The logical transformation of teachers’identity,the logical upgrading of teachers’knowledge and the logical expansion of teacher training have laid a logical foundation for the establishment of the discipline of teacher education.The discipline of teacher education takes teachers as the research object and teachers’development as the fundamental task,which has the characteristics of interdisciplinary comprehensiveness and practicalness.Constructing a discipline system with the professional cohesion,exploring a multi-discipline knowledge structure and constructing a practice-oriented curriculum system are the three major paths for the construction of the discipline of teacher education.
作者
龙安邦
余文森
LONG An-bang;YU Wen-sen(College of Education,Fujian Normal University,Fuzhou Fujian 350117,China)
出处
《教师发展研究》
2020年第4期66-71,共6页
Teacher Development Research
基金
福建省社会科学规划项目“教师教学知识的发展机制研究”(FJ2018C026)。
关键词
教师教育
学科建设
教师发展
teacher education
disciplinary construction
teacher development
