摘要
对明晰教师教育改革何去何从非常有帮助的一种方式是对形塑教师教育实践的范式进行审查。论文概述了我国现今教师教育话语和实践具有代表性的行为主义、注重个性、传统—技艺和探究取向四种范式,并探讨了这四种范式的本质区别,以及教师教育改革需要解决的相关价值问题。
One way very helpful to clarify where the reform of teacher education ought to be steered to- wards is to scrutinize the paradigms which have been shaping the practices of teacher education＇. This paper first outlines the behavioristic, personalistic, traditional-craft and inquiry-oriented approaches representative of the discourses about and practices of teacher education in today＇ s China, then whereby discusses such issues as where the fundamental differences among the four paradigms lie, and which evaluative questions need to be dealt with in teacher education reform.
出处
《浙江师范大学学报（社会科学版）》
2009年第3期65-69,共5页
Journal of Zhejiang Normal University(Social Sciences)
关键词
教师教育范式
范式分野
规范性问题
paradigms of teacher education
differentiations among paradigms
normative questions
