摘要
对职前教师的专业成长而言,专业成长不再是一种社会层面的结构构成,更是一种认知结构的构建。"结构—功能主义"理论认为"结构"不再仅仅对人的行动具有制约作用,同时也是人进行积极行动的前提和中介。职前教师专业成长的问题已由"培训"转变为"培育",强调的是职前教师一种学习意识和行为的养成性孕育和过程性体现,而这种"意识"和"行为"是通过"素养"的供给而获取的。"结构—功能主义"理论中制约性与能动性并存的本体转向、结构构成与行为主体的实践互构及对职前教师素养供给的应用性分析,为职前教师素养供给维度的构建研究提供了一个新的视角。
According to the professional growth of preservice teachers,professional growth is no longer a social structure,but also a cognitive structure.Structural-functionalismtheory holds that thestructureis no longer only the human action has a constraining role,but also the premise and intermediary of the active action.Preservice teachers'professional growth has bytrainingintocultivation,emphasis is preservice teachers in a study of consciousness and behavior of cultivated inoculation and process reflected,and thisawarenessandactionis acquired through the supply of accomplishment.Thestructural-functionalismtheory in the ontological turn of coexistence of restriction and activity,the mutual construction of the structure and the behavior of the practice,and analysis of the application of preservice teachers'accomplishment supply,provide the study a new perspective for construction of the dimension of the preservice teachers'accomplishment supply.
出处
《福建师范大学学报（哲学社会科学版）》
CSSCI
北大核心
2017年第3期57-63,共7页
Journal of Fujian Normal University:Philosophy and Social Sciences Edition
基金
2016年吉林省教育厅"十三五"社会科学项目"基于实习学校文化的实习教师专业成长研究"(课题编号:JJKH20170396SK)阶段性研究成果
