全科师范生课程设置的实践困境与制度逻辑

The Practical Dilemma and Institutional Logic of the Curriculum Setting for the Students Majoring in General Teaching

全科师范生课程设置是确保全科生培养质量的逻辑起点与重要保障。当前,我国全科生课程设置陷入专业特征模糊、课程标准缺失、教材规范缺位、课程评价失度等实践困境,造成与“小学教育专业”课程的同质化重复,“全科”特征被遮蔽。对此,需澄明全科生课程设置应有的基础性、综合性、全面性、多元性、实践性等价值选择;厘清全科生课程内容与范围的“多与全”、主教科目与兼教科目的“主与辅”、专业学识与综合素养的“知与能”等价值关系。从全科意识、课程标准、制度文化三个层面构建其制度逻辑,确保全科师范生课程设置的“全科”指向,提升人才培养质量。

The curriculum setting for the students majoring in general teaching is the logical starting point and important guarantee to ensure the quality of their training.At present,the curriculum setting for those students in our country has fallen into practical dilemmas like vague professional characteristics,a lack of curriculum standards,absence of textbook norms,and a lack of curriculum evaluation,which result in the repetition of a similar curriculum setting for“the major of primary-school teaching”,and the characteristics of“general teaching”have been ignored.Thus,for the major of general teaching,it is necessary to clarify the features of value choice in the curriculum setting,which is basic,integrative,comprehensive,diversified and practical,and the value relationship between the“multiple and comprehensive”content and scope of the curriculum,between the different level of importance for the main courses and elective courses,and between the“learning”of professional knowledge and“skill acquisition”of comprehensive competencies.Only by constructing its system logic from the three levels of general subject awareness,curriculum standards and institutional culture,can we ensure the orientation of how to set the curriculum of“general teaching”for the students of this major and improve the quality of talent training.