“转识成智”:职前教师信息化培育新取向

“Transforming Knowledge into Wisdom”:A New Orientation of Pre-service Teachers’Informatization Cultivation

当前,教育信息化持续推进下的庞杂多元教学情境给职前教师教育带来了极大的挑战,其隐含的实质即对技术工具视域下“何以为教师”“职前教师将何为”“如何培育职前教师”等问题的反思,亟需探寻新的研究视角来廓清时代语境下的职前教师核心特质及培育范式。基于此,文章首先深度剖析职前教师信息化培育的实然现状,以冯契的“智慧说”为理论指导,通过阐释其现实意蕴来回答“何以为教师”;然后,文章从职前教师信息化培育的向度与技术发展的限度出发,进行回归原点式的反思,从“厘清技术应用边界”和“践行教育立德树人”等方面深度阐述“职前教师将何为”;最后,文章就“如何培育职前教师”阐释“实践运用、批判综合、理性反思”的“转识成智”实现过程,并提出实现策略,以期为培养职前教师的专业特质提供参考,并回应教育数字化的教师发展诉求。

At present,the complex and diversified teaching situation under the continuous advancement of educational informatization has brought great challenges to the pre-service teacher education,and its implied essence is the reflection on the questions such as“What to be a teacher”,“what pre-service teacherswill be”and“how to cultivate pre-service teachers”from the perspective of technological tools.It is urgent to explore a new research perspective to clarify the core characteristics and cultivation paradigm of pre-service teachers in the context of The Times.Based on this,the paper firstly analyzed the actual status quo of pre-service teacher informatization cultivation and answered the question of“What to be a teacher”by explaining its practical implication by taking Feng Qi’s“wisdom theory”as the theoretical guidance.Then,starting from the orientation of pre-service teacher informatization cultivation and the limit of technological development,the paper carried on the reflection of returning to the original point,and expounded“what pre-service teacherswill be”from the aspects of“clarifying the boundary of technology application”and“practicing education to cultivate morality and cultivate people”.Finally,the paper explained the realization process of“transforming knowledge into wisdom”by“practical application,critical synthesis and rational reflection”in terms of“How to cultivate pre-service teachers”,and put forward the realization strategy,so as to provide reference for cultivating the professional characteristics of pre-service teachers and respond to teachers’development demands in education digitalization.