师范生核心素养养成教育的理论意蕴与实践进路——基于高校社团场域文化资本视角

Theoretical Implication and Practical Approach of Key Competencies Formative Education for Normal University Students:Based on the Perspective of Cultural Capital of University Community Field

师范生核心素养养成教育是一个经由不断实践、训练、体验和熏陶,主动将专业理论知识内化为核心素养的过程。然而在实际培养中,存在师德教育缺乏教学载体和情境、专业素养培养存在学科知识与教学能力割裂、实践教学尚未形成紧密型教研共同体等问题。高校社团场域的三重文化资本与养成教育的内在要求相契合,能推动师范生核心素养养成教育实现四个价值转向:师德素养从工具理性转向价值理性、教学素养从符号化困顿转向经验性教育、育人素养从师生二元对立转向主体性超越、发展素养从反思性教学转向循证教育。

Key competencies formative education of normal university students is a process through continuous practice,training,experience and edification,so that normal university students actively internalize the external professional theoretical knowledge into their own key competencies.However,in the actual training,there are some problems,such as the lack of teaching carrier and situation,the separation of subject knowledge and teaching ability,and the lack of close teaching and research community in practical teaching.The triple cultural capital in the field of college associations is in line with the inherent requirements of formative education,which can promote the four value shifts of the key competencies formative education of normal students,that is,the shift of teachers’moral literacy from instrumental rationality to value rationality,the shift of teaching literacy from symbolic hardship to empirical education,the shift of educational literacy from binary opposition between teachers and students to subjective transcendence,and the shift of development literacy from reflective teaching to evidence based teaching.