基于OBE理念的教师教育人才培养研究

Research on the Talents Training of Teacher Education Based on the OBE Concept

在产出导向教育(OBE)理念的指导下,我们对在读师范生、中小学校相关负责人以及从事教学工作的中小学一线教师进行了深入调研,发现教师教育人才培养依旧存在“学科本位”“知识导向”“教师中心”“重理论轻实践”的倾向。与OBE理念所倡导的以学生发展为中心、以能力提升为导向、突出实践品性等方面还存在一定差距。因此,为找准教师教育人才培养方式改革的突破口,提升师范生与用人单位的满意度以及教师教育人才培养目标与培养效果在关键要素上的达成度,基于OBE理念来反向调整教师教育人才培养实践就显得尤为必要,具体包括强调职业能力导向,凸显教师教育特色;突出实践智慧,强调理论与实践的有效融合;加强与中小学合作,强化实践育人队伍建设;转变教学方式,重视学生的主体体验;聚焦学生的毕业要求来反向调整课程与教学,形成评价—反馈—持续改进的内外部质量保障循环机制来帮助学生获得学业上的成功体验。

Under the guidance of the concept of“Outcome-based Education”(OBE),we conducted in-depth research on normal school students,relevant principals of primary and secondary schools and front-line teachers of primary and secondary schools engaged in teaching.It is found that there is still“discipline-based”,“knowledge-oriented”,“teacher-centered”tendency and that of“emphasizing theory over practice”in the talents training of teacher education.That is,a certain gap exists between the concept of OBE and the concept of taking ability improvement as the standard,highlighting practical character,and student development as the center.Therefore,in order to find a breakthrough in the reform of teacher education s talent training mode,improve the satisfaction between normal students and employers and the achievement of teacher education s talent training objectives and training effects on key elements,it is particularly necessary to reverse the adjustment of teacher education talent training mode based on the OBE concept.The specific measures include emphasizing the guidance of professional ability and highlighting the characteristics of teacher education;highlighting practical wisdom and strengthening the effective integration of theory and practice;strengthening the cooperation with primary and secondary schools and the construction of practical education team;changing the teaching methods and attaching importance to the students subjective experience;focusing on students graduation requirements to reverse the adjustment of curriculum and teaching so as to form a cycle mechanism of evaluation-feedback-continuous improvement to help students gain academic success experience.