摘要
为探寻"全科型"小学教师素质结构要求与培养规律,本文采用质性文本分析方法,选取中国、美国、芬兰三所大学(东北师范大学、密歇根州立大学、于韦斯屈莱大学)设立的小学教育专业课程方案为样本,运用NVivo12进行编码后从形式和实质两方面进行比较。研究显示:三个课程方案文字表述特点呈现"传统"和"创新"两种样式;根据教育类课程的设置分别对应"教育基本理论主导型""学科教学的知识能力主导型"和"学习与研究能力主导型"。通过比较发现"全科型"小学教师素质结构突出学习、教学、研究能力;高起点、重研究、多实践、适切性是我国"全科型"小学教师培养有待强化之处。各国培养均需顺应时代趋势,厘清"全科"内涵,共求培养之"道"。
In order to explore quality structures and training principles of general primary school teachers,the paper applies qualitative text analysis and selects three samples as primary school education professional course schemes set up in three colleges in China,US,and Finland(respectively,Northeast Normal University,Michigan State University,University of Jyv?skyl?).After coded through NVivo12,the paper compares those samples from perspectives of form and essence.Results show that texts in three course schemes embody two ways of expression,namely,traditional and innovative;in the meantime,those texts,on the basis of educational courses,can be divided into three approaches that respectively center on educational theories,knowledge and capacity in subject teaching,learning and researching skills.Comparative studies find that,for a general primary school teacher,abilities of learning,teaching,and researching are distinguished in their quality structures;meanwhile,as for training such teachers in China,it is critical to improve their qualities with a high starting point,a focus on researches and more practices,compatible to our educational requirements.Countries should keep up with times in training teachers and clarify the definition of general,so as to pursue a better principle in training.
作者
李刚
李树英
Li Gang;Li Shuying(Nanjing xiaozhuang university,Nanjing 211171;Research Institute of Macao Education Development,City University of Macao,Macao 999078)
出处
《教育发展研究》
CSSCI
北大核心
2021年第15期59-67,共9页
Research in Educational Development
基金
2018年江苏省教育科学“十三五”规划项目“全科型小学教师培养模式与素质标准研究”(D/2018/01/07)的部分成果。
关键词
“全科型”小学教师
素质结构
课程方案
质性文本分析
generalprimary school teachers
quality sructure
course scheme
qualitative text analysis
