摘要
不少国家和地区一直试图通过构建教师教育质量标准实现普遍理想化教师功能。但是,由于完全合适教师教育受教育者媒介的不可能性,教师教育标准对象专业品质的主观性、差异性,及其结构的多元性,教师教育活动结果的不确定性,导致不同地区、不同层次和类型的教师教育质量标准均有其功能边界,其本体意义上促进、引领的价值功能或者鉴定、选拔的工具功能的最低限度不能完全突破。客观、准确、系统地理解不同地区、不同教师教育群体的差异性特征及其需要,进而形成相对具体的教师教育质量标准,并严格执行和合理期待该标准,才可能让更多的教师教育受教育者成为合格和优秀的教师。
Many countries and regions have been trying to realize the universal idealized teacher function through the teacher education quality standards.However,due to the impossibility of choosing universal and perfectly suitable teacher education educated media,The Subjectivity,difference,diversity of structure,and uncertainty of the results of teachers’educational activities,leading to different regions,different levels and types of teachers’educational quality standards have their functional boundaries.In the ontological sense,the value function of promoting and guiding or the tool function of identifying and selecting cannot be completely broken through.Only by understanding the different characteristics and needs of different regions and groups of teacher education objectively,accurately and systematically,and then forming a relatively specific standard of teacher education quality,which can be strictly implemented and reasonably expected,can more teacher educators become qualified and excellent.
出处
《国家教育行政学院学报》
CSSCI
北大核心
2020年第4期53-59,共7页
Journal of National Academy of Education Administration
基金
2018年国家社会科学基金重点项目(18AMZ015)。
关键词
教师教育
质量标准
功能
Teachers education
Quality standard
Function
