教师教育者基础教育素养:问题及对策

唐艺祯; 李婷婷; 唐智松

doi:10.13718/j.cnki.jsjy.2018.05.002

教师教育学报

留言板

尊敬的读者、作者、审稿人, 关于本刊的投稿、审稿、编辑和出版的任何问题, 您可以本页添加留言。我们将尽快给您答复。谢谢您的支持!

姓名
	姓名不能为空！
邮箱
	邮箱不能为空！非法的邮箱地址。
手机号码
	电话不能为空！请输入有效手机号!
标题
	标题不能为空！
留言内容
	内容不能为空！
验证码
	验证码不能为空！验证码错误！

教师教育者基础教育素养:问题及对策

, ,

唐艺祯, 李婷婷, 唐智松. 教师教育者基础教育素养:问题及对策[J]. 教师教育学报, 2018, 5(5): 8-14. doi: 10.13718/j.cnki.jsjy.2018.05.002

引用本文:

唐艺祯, 李婷婷, 唐智松. 教师教育者基础教育素养:问题及对策[J]. 教师教育学报, 2018, 5(5): 8-14. doi: 10.13718/j.cnki.jsjy.2018.05.002

TANG Yizhen, LI Tingting, TANG Zhisong. The Basic Education Qualities of Teacher Educators: Problems and Countermeasures[J]. Journal of Teacher Education, 2018, 5(5): 8-14. doi: 10.13718/j.cnki.jsjy.2018.05.002

Citation:

TANG Yizhen, LI Tingting, TANG Zhisong. The Basic Education Qualities of Teacher Educators: Problems and Countermeasures[J]. Journal of Teacher Education, 2018, 5(5): 8-14. doi: 10.13718/j.cnki.jsjy.2018.05.002

教师教育者基础教育素养:问题及对策

西南大学教育学部, 重庆 400715

The Basic Education Qualities of Teacher Educators: Problems and Countermeasures

Faculty of Education, Southwest University, Chongqing 400715, China

摘要: 在师范类高等院校中，存在着一群基础教育素养缺乏却在教授师范生如何在中小学任教的教师教育者。这些无论从入职背景、教育经历、单位分布还是从课程教学、在岗提升等角度考察，都显示基础教育素养欠缺的教师教育者，其课程教学带来了诸如教师教育类课程效果欠佳、师范生基础教育素养弱化、教师教育目标难以实现、教师教育者专业形象矮化等消极后果。为此，需要通过在国家层面上完善顶层设计，监督到位，学校层面上研制落实制度，考评到位，教师层面上制定行动方案，落实到位，来进一步提升教师教育者的基础教育素养。
- 教师教育者 /
- 基础教育 /
- 基础教育素养 /
- 欠缺 /
- 提升
Abstract: It is a universal phenomenon in university that normal school students are taught how to teach the primary and secondary school's students by some teacher educators without the basic education quality. This leads to some negative consequences, such as reducing effect of teacher education curriculum, weakening the basic education literacy of normal school students, hampering the goal realization of teacher education and damaging the image of teacher educators. Since these teacher educators are unqualified either in terms of entry source, work experience, unit distribution, course teaching, or job promotion. Therefore, we need to promote the basic education quality of teacher educators. Firstly, the government should set a complete policy system and supervision in place. Secondly, the school should develop the evaluation implementation system. Thirdly, an action plan should be added to teacher development.
- teacher educators /
- basic education /
- quality of basic education /
- deficiency /
- promotion .

[1]	黎大志,刘洪翔.论师范生培养与基础教育的"五个衔接"[J].湖南师范大学教育科学学报,2016(3):81-85,99.
[2]	教育部关于大力推进教师教育课程改革的意见[EB/OL].(2011-10-08)[2018-04-20] http://www.moe.gov.cn/srcsite/A10/s6991/201110/t20111008_145604.html.
[3]	张圣洁.教师教育者的基础教育素养提升问题研究[D].重庆:西南大学硕士学位论文,2011.
[4]	黄海泉,邵丽.对高等学校青年教师参加社会实践的探讨[J].黑龙江高教研究.1990⑷:32-34.
[5]	重庆市教育委员会,重庆市教育科学研究院.2012年重庆教育发展报告[M].重庆:重庆出版社,2013:91.

计量

文章访问数: 1227
HTML全文浏览数: 927
PDF下载数: 252
施引文献: 0

教师教育者基础教育素养:问题及对策

西南大学教育学部, 重庆 400715

收稿日期: 2018-06-22

关键词:

摘要: 在师范类高等院校中，存在着一群基础教育素养缺乏却在教授师范生如何在中小学任教的教师教育者。这些无论从入职背景、教育经历、单位分布还是从课程教学、在岗提升等角度考察，都显示基础教育素养欠缺的教师教育者，其课程教学带来了诸如教师教育类课程效果欠佳、师范生基础教育素养弱化、教师教育目标难以实现、教师教育者专业形象矮化等消极后果。为此，需要通过在国家层面上完善顶层设计，监督到位，学校层面上研制落实制度，考评到位，教师层面上制定行动方案，落实到位，来进一步提升教师教育者的基础教育素养。

English Abstract

The Basic Education Qualities of Teacher Educators: Problems and Countermeasures

西南大学教育学部, 重庆 400715

Received Date: 2018-06-22

Keywords:

Abstract: It is a universal phenomenon in university that normal school students are taught how to teach the primary and secondary school's students by some teacher educators without the basic education quality. This leads to some negative consequences, such as reducing effect of teacher education curriculum, weakening the basic education literacy of normal school students, hampering the goal realization of teacher education and damaging the image of teacher educators. Since these teacher educators are unqualified either in terms of entry source, work experience, unit distribution, course teaching, or job promotion. Therefore, we need to promote the basic education quality of teacher educators. Firstly, the government should set a complete policy system and supervision in place. Secondly, the school should develop the evaluation implementation system. Thirdly, an action plan should be added to teacher development.