摘要
随着全球化进程的推进,"教师全球素养"成为教师教育研究视域中的热点议题。从国际视角来看,学者们基于文化背景和教师身份的多重性,提出了全球公民取向、学生发展指导者取向和综合取向的教师全球素养,其核心内涵可概括为教师适应全球化带来的机遇与挑战以及处理特定情境过程中所需要的知识、技能、情感、态度和价值观的综合表现。在教师全球素养结构方面,研究者建构了基于胜任力、领导力和知识学三种不同视角的结构模型,其中,胜任力模型强调教师解决生活与工作实践中问题的品质,领导力模型关注教师与他人及其文化和谐相处的品质,知识学模型观照教师职业的专业性,三者均为发展教师的全球素养提供了理论框架。与之对应,也衍生出学习为本、领导为本和研究为本的三大发展路径。为应对全球化教育的挑战,我国应立足于中国语境,厘清教师全球素养的内涵与结构,设置相应的教师教育课程;创新教师全球素养发展路径,开发相应的全球素养培训项目;倡导建设全球领导型学校,统整学校变革与教师专业发展。
With the advancement of globalization,“Teachers’Global Competence”has become a hot issue in the field of teacher education research.From the international perspective,scholars have put forward different conception of teachers’global competence including global citizenship orientation,student development guidance orientation and comprehensive orientation based on different cultural backgrounds and teacher’s identities.However,its core meaning can be summarized as the comprehensive expression of knowledge,skills,emotions,attitudes and values that teachers need to adapt to the opportunities and challenges brought about by globalization and deal with specific situations.In terms of teachers’global competence structure,researchers have constructed three structural models based on competency,leadership and knowledge.Among them,competency model emphasizes teachers’quality of solving problems in life and work practice,leadership model pays attention to teachers’quality of living in harmony with others and their culture,and knowledge model considers teachers’professionalism.The various structure models provide different theoretical frameworks for developing teachers’global competence.And correspondingly,there are three paths including learning-oriented,leadership-oriented and research-oriented to develop teachers’global competence.In order to meet the challenge of global education,it is very important for China to carry out some actions.Firstly,we have to clarify the conception and structure of teachers’global competence and set up some curriculum for teacher education.Secondly,we have to develop some refreshing paths such as teacher training programs to promote teachers’global competence.Last but not least,we strongly advocate building up some global leadership schools which can integrate school reform with teachers’professional development.
作者
左璜
魏国武
ZUO Huang;WEI Guowu
出处
《现代远程教育研究》
CSSCI
北大核心
2020年第4期65-73,共9页
Modern Distance Education Research
基金
国家社会科学基金项目“中小学核心价值观教育的国际比较研究”(19BKS162)。
关键词
教师全球素养
发展路径
全球教育
教师教育
国际视角
Teachers’Global Competence
Development Path
Global Education
Teacher Education
International Perspective
