当代西方建构主义教师教育思想简述被引量：18

Modern Western Constructivist Approach of Teacher Education

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摘要建构主义教师教育思想兴起于20世纪80年代,目前已经成为美国等西方国家教师教育的主流范式,现在越来越多的教师教育项目声称是建构主义取向的教师教育。建构主义教师教育思想认为,教师知识具有实践性、个体性、情境性、缄默性、整合性,教师是学生学习和意义建构的帮助者、促进者,教师既是实践者也是研究者,教师教育是基于真实情境、实践体验、交往对话和自我更新的教育。教师教育的主要目的是培养以建构主义原则和理论为基础进行教学的教师,让正在成长和发展中的教师建立一种建构主义知识观。建构主义教师教育的实践影响可以概括为消解权威、激活关系、打破界限、在实践中生成意义。 The constructivist approach of teacher education rose in the 1980s. Constructivism has become the reigning paradigm in teacher education in western countries nowadays. More and more teacher education programs portray themselves as following constrnctivist approach. Constructivist approach of teacher education lays an emphasis on individuality, situation based, tacitness and integrity of teachers＇ knowledge. It believes that teachers are helpers and facilitators of students＇ learning and meaning construction, teachers are both practitioners and researchers. Teacher education is mainly based on real situation,practical experience,communicative dialogue and self-refreshment.

作者高鸾

机构地区湖州师范学院教师教育学院北京师范大学教师教育研究中心

出处《比较教育研究》 CSSCI 北大核心 2016年第9期85-91,共7页 International and Comparative Education

基金 2015年度教育部人文社会科学研究青年基金项目(15YJC880016)"教育博士生学习的胜任特征及社会支持网络研究"的阶段性成果之一

关键词西方建构主义教师教育教师知识教师观 Constructivism teacher education teachers＇ knowledge views of teachers

分类号 G40-06 [文化科学—教育学原理]

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参考文献25

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