摘要
随着教师教育形势的发展和基础教育课程改革的推进,学科教学论必须实现范式转换。从教师专业发展的全程审视,学科教学论具有与以往不同的地位、作用及构成:它为教师职业之旅奠基;培养目标应由教学技能型教师向反思型教育实践专家转换;在课程体系内应强化课程知识、学习知识和实践性知识;在研究方法上应倡导案例分析法、叙事法等;在话语选择上应从课程论、专业学科及教育实践中吸收新鲜的话语,改变陈旧过时的言说方式。
Along with the progress of teacher education and the curriculum reform of basic education, the mode of disciplinary pedagogy must be transferred. A review of the whol(?) process of teacher's professional development indicates that the position, function and structure of disciplinary pedagogy are quite different from the past. Disciplinary pedagogy is the starting point of a teacher's professional career. The aim should be transferred from cultivation of teachers with teaching skills to training of educational experts with unique capacity of reflection. In curriculum system, emphasis should be laid on the reinforcement of curriculum knowledge, learning knowledge and practical knowledge. It is advocated to take such teaching methods as case analysis and narration. As to the issue of discourse, new discourse should be leaned from the theory of curriculum, academic disciplines and educational practice to replace the out-of-date language habits.
出处
《教育研究》
CSSCI
北大核心
2005年第3期58-62,共5页
Educational Research
