从“小先生”到“大先生”——跨越百年教育理念的交汇对同伴助教机制发展的启示

From“Little Educator”to“Master”:The Intersection of Century-old Educational Philosophies and Its Implications for the Development of Peer Coaching

同伴教育是师范生大学教育中自我教育的重要组成部分,对激发师范生学习主体性具有重要意义,但在实践层面高等院校课堂中仍存在合作边缘化、互助意识不强、个别学生“一言堂”的现象,师范生尚未建立充分自觉的主体性。本文提出,同伴助教在理念层面可以吸收陶行知“小先生制”思想内核,内化“大先生”的道义内涵,在实践层面借助基于网络媒介的同伴云日志激发师范生的主体自觉性。这一模式旨在让助教身份和先生身份彼此交融,花开并蒂,同时通过搭建青年向的网络平台,促进有效沟通,实现助教身份的迭代更新。同伴互助良性循环能为“教·学”创新提供源动力,赋能数字时代的人文教育。

Peer coaching,as an essential component of pre-service teacher education,plays a significant role in fostering the autonomy of pre-service teachers.However,in the practical context of higher education,there still exists such issues as the marginalization of collaboration,a weak sense of mutual assistance and individual-dominated discussions.Pre-service teachers have yet to fully establish a conscious sense of agency.This article proposes that,at the conceptual level,the system of peer coaching can draw upon the essence of Tao Xingzhi s theory of“Litter Educator”while internalizing the moral connotations of being a“Master”.On a practical level,the use of internet-based Cloud Journals can stimulate the identity awareness of pre-service teachers.This idea aims to blend the identities of peers and educators,creating a symbiotic relationship,while also utilizing a youth-oriented digital platform to facilitate effective communication and iterative updates of peer coaching.This virtuous cycle of peer coaching system can provide a driving force for pedagogical innovation and empower humanistic education in the digital age.