摘要
近年来,为了更好地提升教师教育质量,我国全面开展了师范类专业认证工作,并出台了相关政策,然而在实施过程中受多种因素影响出现了政策目标偏离的问题,造成了一定的政策风险,麦当劳化理论为相关风险的廓清和问题的解决提供了适切的分析视角和框架。具体而言,当前我国参与师范类专业认证的部分行动者在认证筹备过程中存在工具性和功利性倾向,在专业建设过程中迷恋可量化的指标,过分追求人才培养和认证结果的可预测性。剖析行动者在认证实践中呈现的效率至上、数字崇拜、追求可控性倾向有利于我们省思其给职前教师培养带来的“理性的非理性”风险:对绩效的追捧及历史惯性易引发对认证政策的认同障碍;对可量化数据的依赖易导致专业建设的碎片化和师范生培养目标的约化;对确定性的过分追求易引发师范生培养的同质化风险。在此基础上,我们要进一步探寻在师范类专业认证实践中打破麦当劳化牢笼的可能路径:警惕对科学主义的迷信,基于育人逻辑参与和开展认证实践;深化对认证理念的理解,突破对前置评价政策的路径依赖;优化师范类专业认证制度设计,提升师范类专业认证政策的专业性;调动利益相关者的参与积极性,加强对师范类专业认证过程的监管。
In recent years,in order to better improve the quality of teacher education,China has comprehensively carried out normal professional certification work,and the introduction of relevant policies,however,in the implementation process influenced by a variety of factors,there were policy deviation problems,resulting in certain policy risks.The McDonaldization theory provides an appropriate perspective and framework for analyzing related risks and questions.Specifically speaking,part of the actors involved in teacher training professional certification in China has a tendency of instrumentality and utility in the process of certification preparation,and is obsessed with quantifiable indicators in the process of professional construction,and excessively pursues the predictability of talent training and certification results.The analysis of the actors′tendency to put efficiency first,worship numbers,and pursue controllability and predictability in certification practice helps us to reflect on the"rational irrationality"risk for the training of pre-service teachers:the pursuit of performance and historical inertia tend to lead to the identification barrier of certification policy;the dependence on quantifiable data easily leads to the fragmentation of specialty construction and the reduction of training objectives of normal university students;the excessive pursuit of certainty can easily lead to the homogenization risk of normal university students′training.On this basis,we should further explore the possible ways to go beyond the McDonald′s cage in the practice of teacher professional certification:beware of the superstition of scientism,and carry out and participate in the certification practice based on the logic of educating people;deepen the understanding of the concept of certification,break through the path dependence on the pre-evaluation policy;optimize the design of professional certification system for teachers,and enhance the professionalism of professional certification policy;arouse the participation enthusiasm of stakeholders and strengthen the supervision of the professional certification process of teachers.
作者
宋萑
袁培丽
SONG Huan;YUAN Peili(Center for Teacher Education Research,Key Research Institute of Humanities and Social Sciences for Universities in the Ministry of Education,Beijing Normal University,Beijing 100875;Academy of Plateau Science and Sustainability,People′s Government of Qinghai Province&Beijing Normal University,Xining 810008,China)
出处
《高校教育管理》
CSSCI
北大核心
2023年第5期99-109,共11页
Journal of Higher Education Management
基金
国家自然科学基金资助面上项目(71974016)
教育部人文社会科学重点研究基地资助项目(22JJD880011)
北京师范大学教育学部国际联合研究项目(ICER201905)
北京师范大学教育学部学生科研基金项目(212105)。
关键词
师范类专业认证
教师教育
麦当劳化
评价政策
专业建设
师范生培养
teacher professional certification
teacher education
McDonaldization
evaluation policy
professional construction
normal university student training
