【摘要】 “教”与“学”的关系是教师教育领域中的重要理论问题。当前，鼓吹割裂“教”与“学”的“聪明人神话”广泛地存在于教师教育实践中。这显著地影响教师的专业发展，有悖于兼顾技术性与反思性的教师教育应然取向。教师教育的标准化逻辑、“优绩主义”价值观、片面的教师教育评价是引发“教”“学”分离的直接因素，技术理性主义教师教育观则是深层因素。数字化为重构“教”与“学”带来新契机。我们应构建智能化与数字化的教师教育助推系统，基于数字画像拓展教师教育价值空间，在数据赋能的基础上构建以“学”为中心的教师教育表现性评价，以数字化助推教师教育高质量发展。更多还原

【Abstract】 The relationship between “teaching” and “learning” is an important theoretical issue in the field of teacher education. Currently, “bright person myth” that advocates for a separation of “teaching” and “learning” widely exists in the practice of teacher education. This significantly affects teachers’ professional development and contradicts the proper orientation of teacher education, which should balance technicality and reflectivity. The standardized logic of teacher education, the values of “meritocracy”, and one-sided evaluations of teacher education are direct factors leading to the separation of “teaching” and “learning”, while technocratic rationalism in teacher education is a deeper factor. Digitization brings new opportunities for reconstructing “teaching” and “learning”. We should construct an intelligent and digital support system for teacher education, expand the value space of teacher education based on digital portraits, and build a performance evaluation for teacher education centered on “learning” on the basis of data empowerment, using digitalization to promote high-quality development in teacher education.更多还原