师范专业认证背景下高校课程体系建构逻辑的偏差与治理——基于结构化理论的视角

Deviation and governance of the logic of constructing curriculum system in universities in the context of Teacher Training Program Certification——A Perspective Based on Structured Theory

专业认证对高校师范类专业课程体系建构逻辑做出了政策性指导,高校的积极响应与落实是提高课程体系建设质量、保障师资培养质量的关键。结构与行动具有二重性,从结构化理论审视高校师范类专业的课程体系建构行动逻辑发现,课程体系建构存在目标研判上“象征询证”、模块组合上“粗放拼盘”、内容编排上“技术对标”、评价改进上“因势待动”等逻辑偏差。究其原因在于:信念迷思规约目标询证的有效性,资源供给匮乏掣肘课程架构的合理性,规则设计不完善阻滞课程内容的支撑性,监管机制不健全梗阻课程评价的持续性。为此,需要从解蔽信念迷思、优化资源配置、完善规则设计、健全监管机制几个方面进行治理。

Professional accreditation has provided policy guidance on the construction logic of curriculum system of teacher training majors in universities, and the positive response and implementation of universities are the key to improve the quality of curriculum system and ensure the quality of teacher training. The structure and action are twofold. In reviewing the logic of the curriculum system construction of teacher training majors in colleges and universities from the perspective of structuration theory, it is found that there are logic deviations such as“symbolic evidence”in goal research and judgment,“crude platter”in module combination, and“technical bench-making”in content arrangement, and“waiting to act”in the evaluation improvement. The reasons lie in the faith myths which constraint the validity of the goal inquiry, the lack of resources which hampers the rationality of the course structure, the imperfect design of the rules which blocks the support of the course content,and the unsound regulatory mechanism which hinders the sustainability of the course evaluation. In this regard,it is necessary to tackle the problem from several aspects: unblocking the faith myths, optimizing resource allocation, improving rule design, and improving regulatory mechanism.