职前教师跨学科素养培育的现实困境与纾解策略

Realistic Dilemmas and Alleviation Strategies of Interdisciplinary Literacy Training for Pre-service Teachers

职前教师培养质量关涉到未来教育的高质量发展。职前教师具备跨学科素养,是素养导向新课程改革的现实需要,是顺应课程综合化的现实需要,是发展师范生整合性思维的现实需要,是提升师范生综合素养的现实需要。然而,师范院校在培育职前教师跨学科素养过程中,存在地位边缘化、课程融合表面化、教学情境缺失化、课程评价单一化等现实困境。主要原因是:培养目标强调实然的功利主义,培养过程依赖“识得性”教学方式,课程内容对现实回应不充分。为有效纾解职前教师跨学科素养培育的困境,需以跨学科思维培养为导向,以真实问题和项目为纽带,重构评价标准,增强教师教育者跨学科素养。

The quality of pre-service teacher training is related to the high-quality development of future education.The interdisciplinary literacy of pre-service teachers is a practical necessity for competence-driven curriculum reforms,the integration of comprehensive curricula,the development of pre-service teachers’integrative thinking,and the enhancement of pre-service teachers’comprehensive competence.However,in the process of cultivating pre-service teachers’interdisciplinary literacy in normal universities,there are dilemmas such as marginalized status,superficial curriculum integration,missing teaching contexts and single curriculum evaluation.The main reasons for these dilemmas include the utilitarianism of the training objectives,the reliance on“acquisitive”teaching and learning,and the inadequate response of the curriculum content to reality.In order to effectively alleviate the dilemma of cultivating interdisciplinary literacy among pre-service teachers,we need to reconstruct the evaluation criteria to enhance interdisciplinary literacy among teacher educators with the cultivation of interdisciplinary thinking as the guide and authentic problems and projects as the bond.