融合型教师教育的理论构建与实践探索

The Theoretical Construction and Practical Exploration of Integrated Teacher Education

目前,我国教师教育形成了两种主要的模式,由于它们各自归属不同学科,从而产生了学科归属的悖论。为此,探索一种以教师知识为本的融合型教师教育新模式实有必要,以化解这种悖论。融合型教师教育的应然形态具有四个基本特点:教师教育活动“内在善”与“外在善”相统一,注重培养教师与学生(指师范生)的德性(其核心是师德)与教育情怀;教育学科知识与相关学科专业知识相融合,不断发现、总结、提炼、生成学科教学知识;教育理论与教育实践相结合,不断促进教师成长与专业发展;教师教育活动主体与相关要素相互作用,体现主动性、创造性、审美性,从而实现教育场域审美化。融合型教师教育在改革与实践中应注重以下方面:坚持以习近平新时代中国特色社会主义思想为指导,坚持“内在善”与“外在善”相统一,培育教育情怀与教育行动能力兼具的实践主体,落实立德树人的根本任务;整合教师教育的诸多要素,培养“全域化”的教师专业自觉意识和教育教学能力;注重知识学习与实践操作相结合,推动教师教育全过程的有机融合;注重知识结构与专业能力相互支撑,促进教师专业成长与可持续发展。

At present, there are two major models of teacher education in China. As they belong to different disciplines, the paradox of discipline attribution arises. In order to resolve this paradox, it is necessary to explore a new model of integrated teacher education based on teacher knowledge. The proper form of integrated teacher education has four basic characteristics: the unity of “internal goodness” and “external goodness” in teacher education activities, and the emphasis on cultivating the morality(teachers’ morality as the core)of teachers and students(referring to normal students) and educational sentiments;the integration of educational subject knowledge and professional subject knowledge, constantly discovering, summarizing, refining, and generating educational and teaching knowledge;the combination of educational theory and educational practice, and continuously promoting teachers’ growth and professional development;the main body of teacher education activities interacting with related elements, reflecting initiative, creativity, and aesthetics, so as to realize the aestheticization of the educational field. To this end, the practice of integrated teacher education reform should focus on the following aspects: guided by Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, the unity of internal and external goodness, cultivating a practical subject with both educational feelings and educational actions;integrating many elements of teacher education, cultivating teachers’ professional consciousness and teaching ability in all aspects;the combination of knowledge learning and practical operation to achieve the organic integration of the whole process of teacher education;the knowledge structure and professional ability supporting each other to promote the professional growth and sustainable development of teachers.