新時代教師教育學科建設及發展取向

在教師教育改革與發展的新形勢下，加強教師教育學科建設成為全面深化新時代教師隊伍建設改革的重要內容。思考、探討教師教育學科內涵及其建設途徑，具有重要的現實意義。教師教育作為一門學科應包括五個方面：第一，應有“教師學”內容；第二，應有本學科及跨學科課程、教學與評估的內容；第三，應有教育學的內容；第四，應有與其他學科相關的教師教育專題探究的內容；第五，應有實習、行動研究、實踐與反思的內容。教師教育的核心任務是培養優秀教師，因而應注重和加強教學的學術性研究。這就需要處理好專業理論、實用技能以及政策之間的關係，通過提升教學的學術性推動教師教育學科的建設與發展。教師教育改革應注重學科建設，注重教師教育學科的發展性、政策性、科研性和專業性。教師教育學科建設，既要參考國際先進經驗和科研成果，又要顧及我國的國情、國策以及地方因素，通過探索教師教育的不同範式、多元理論和實踐路徑，建立具有中國特色和國際視野、面向未來的教師教育學科體系。
In the new situation of teacher education reform and development, intensification of the construction of teacher education disciplines has become an important content of comprehensively deepening the reform of teacher team construction in the new era. Both the consideration and the discussion of the teacher education discipline system and its construction methods have important practical significance. As a subject, teacher education should include five aspects: the content for teachers and teacher educators; the content for the subject and interdisciplinary courses, teaching and evaluation; the content of pedagogy; the content of teacher education topics related to other disciplines; and the content of internship, action research, practice and reflection. Teacher education reform should focus on discipline construction, the development, policy, scientific research and professional nature of teacher education disciplines. At the same time, since the core task of teacher education is to train excellent teachers, strengthening the academic research of teacher education is also an indispensable and important content. This requires handling the relationship among professional theories, practical skills and policies. And we also need to improve teaching techniality for the construction and development of teacher education disciplines. On the one hand the development of teacher education disciplines must refer to international advanced experience and scientific research results. On the other hand it is necessary to take into account our country’s national conditions, policies, and local factors. Through exploring different paradigms, multiple theories and practical paths of teacher education, it is necessary to establish a model with Chinese characteristics and a teacher education discipline system with Chinese characteristics and international views. Copyright © 2021 西南大學.