重构与重建:教师教育公共教育学课程建设的“乡土表达”

Reconstruction and Rebuilding:“Local Expression” in the Curriculum Construction of Public Pedagogy for Teacher Education

公共教育学是教师教育专业课程体系中的核心课程和基础课程。自2016年开始,江苏省每年在高考本科提前批次定向招录乡村定向师范生,开展乡村教师定向培养。教学对象的变化促进公共教育学课程建设的改革创新,如何推动实践导向的课程模式和教学方法创新,强化定向乡村师范生的职业认同感;如何将乡土文化融入"准乡村教师"职业道德从而"铸魂塑魄";如何重新理解和重建更具乡土性、在地化、开放性的教学逻辑,成为公共教育学课程的价值追求。教师教育公共教育学课程建设的乡土实践转向包含教学内容和教学方法的重构与重建,将来自真实的乡村生活情境,具有乡土性的知识体系、价值观念和文化体验与"准乡村教师"的职业生命体验相融合,同时将教育学体系的理论形态转向乡土的实践形态,让地域性和地方性知识走进课堂,促进具身教学和案例教学以及数字化学习资源与学习内容深度融合,紧扣教师的"教"与学生的"学"展开双向评估,最终实现教师教育公共教育学课程建设的"乡土表达"。

Public pedagogy is the core curriculum and basic curriculum in the professional curriculum system of teacher education.Since 2016,Jiangsu Province has recruited rural-oriented teacher students in batches in advance for undergraduate college entrance examinations every year and carried out targeted training of rural teachers.The change of teaching objects promotes the reform and innovation of the construction of public pedagogy courses.How to promote the innovation of practiceoriented curriculum models and teaching methods and strengthen the professional identity of targeted rural teacher students;How to integrate the local culture into the quasi-rural teachers’ “Creating souls and souls”of professional ethics;How to re-understand and reconstruct a more rural、localized and open teaching logic has become the value pursuit of public pedagogy courses.The transformation of rural practice in the construction of the public pedagogy of teacher education includes the reconstruction and rebuild of teaching content and teaching methods.It will come from the real rural life situation,with the rural knowledge system、values and cultural experience and“quasi-rural teachers”.The professional life experience is integrated,while the theoretical form of the pedagogy system is turned to the rural practice form,bringing regional and local knowledge into the classroom,promoting embodied teaching and case teaching,as well as the in-depth integration of digital learning resources and learning content.The two-way evaluation of teachers’ “teaching”and students’ “learning”will finally realize the“local expression”of the construction of the public pedagogy curriculum of teacher education.