我国卓越小学教师培养中的“全科”定位研究

A Study on the Orientation of ‘Holistic Subjects’ in the Training of Excellent Elementary School Teachers in China

我国卓越小学教师培养定位不清,尤其是对“全科”的理解更远未达成共识。这不仅因为在“官方定位”与“专家定位”不清的情况下摸索小学全科培养模式不能让师范生产生认同,也因为部分师范生对小学教育发展至今定位的演进了解不够,还因为部分教师教育工作者夸大了教育理念而轻视了时代对定位的影响。本文基于这三方面分析及对新时代社会可持续发展的分析,提出了学科性-社会性-儿童性三维一体的整合型小学教育定位,并分析了新时代整合型定位所面临的小学师资、教师培养课程及教师惯习之挑战及应对思路。

There is a lack of clarity in the positioning of excellence in elementary school teacher training in China, especially in the understanding of the “holistic subjects”, which is far from consensus. This is not only because the model of holistic-subjects training in elementary school cannot be acknowledged by student teachers when the “official definition” and “expert definition” are unclear, but also because some student teachers do not know enough about the progression of the orientation of primary education. In addition, some teacher educators have exaggerated impact of the educational ideas and belittled the impact of socio-economic types in different countries. Likewise, some teacher educators also downplay the effect of national education, freedom development education and our specific primary school discipline system. Based on these three aspects and sustainable development of society, this paper proposes a three-dimensional integrated primary education orientation, as discipline-society-children. This paper also analyzes the challenges of elementary school teachers, teacher training programs, and teachers’ standard routine faced by the integrated orientation in the new era and suggests some ideas to deal with them.