【作者】 陈威；

【导师】 马云鹏；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2013， 博士

【摘要】 “实践取向”是小学教育专业及其课程设置必然的和合理的价值导向选择,是基础教育课程改革、教师专业化发展、教师教育变革的呼唤与回应,更是小学教师专业性内在发展、小学教师教育现实发展的期待与诉求。本文以小学教育专业的课程设置为研究对象,以实践取向作为课程设置的基本价值导向,主张立足于小学教师的专业特质,秉持“实践”的信念,将“实践”放在小学教师培养的核心价值地位,以“实践”为导向,通过“实践”的途径和方法,融合理论与实践,培养具有实践品格的“反思型”的未来小学教师,以此建构独立的具有小学教育专业特性的课程体系。本文包括以下几部分内容：导论主要介绍问题的缘起。对国内已有的关于小学教育专业及其课程设置、关于实践取向的教师教育及其课程设置等的研究成果进行梳理,概括已有研究对本研究的启示,并透视已有研究存在的不足,概述研究的目的、意义、可能的创新之处,以及研究的思路与方法。“实践”是基础教育、教师专业化发展和教师教育变革的共同指向,研究实践取向的小学教育专业的课程设置契合教育发展的时代需要和小学教师教育自身发展的现实要求。第一章阐释“实践取向”小学教育专业的内蕴。对实践、实践取向、小学教育专业的实践取向做了基本的释义,从理解教育本质的实践性、认识教师的专业性、领悟情境学习的基本理论视界对实践取向的小学教师教育进行了学理性的分析,明确“实践取向”小学教育专业的特性、澄明“实践取向”小学教育专业的专业教育的实质,强调“实践取向”小学教育专业的人才培养目标指向未来小学教师以“教育实践能力”为核心的教育实践品质。本章为全文研究奠定基础,是全文研究的立足点。第二章探讨小学教师的专业素质对小学教育专业课程设置的内在制约性。一方面阐述教师素质结构的研究观点,通过访谈调查归纳小学教师专业素质的现实诉求,并着重基于小学儿童的特征与教育、小学教育与小学教师对于儿童成长的独特价值、小学教师的角色定位构建合理的小学教师的基本素质结构,凝练基于“儿童发展”的小学教师专业特质,提出儿童发展及对小学教师教育的诉求是课程设置的逻辑起点；另一方面通过问卷调查,分析小学教师专业素质发展的状况,探明小学教师专业素质发展的特征和影响因素。本章提供了观照小学教师专业素质和谐发展的小学教育专业课程设置的基本信念和思路。第三章阐述“实践取向”小学教育专业课程设置的相关理论。主要着眼于现代课程理论、教师专业发展的理论、教师(学习)知识的理论,从中挖掘课程设置中应有的实践元素,并获得体现课程设置中的实践要义的启示。本章使研究获得了理论与思想的根基与导引。第四章论述实践取向的小学教育专业课程设置的依据。认为课程设置应有国际视野,借鉴发达国家(地区)小学教师职前培养的经验；我国新颁布的《教师教育课程标准》是本研究进行课程设置的规范化依据；而面向小学教育实践,满足小学教育实践层面的现实需要,是本研究的内在要求和题中应有之义。本章是建构“实践取向”小学教育专业课程体系的现实依据。第五章分析我国小学教育专业课程设置的现状及存在的问题。在对12所院校的小学教育专业课程培养方案分析的基础上,检视我国小学教育专业课程设置存在的问题,并结合某高校小学教育专业课程方案适切性调查的个案分析,深入探讨现行小学教育专业课程设置存在的问题及其原因。第六章建构实践取向的小学教育专业课程体系。本章提出了实践取向的小学教育专业课程设置的基本原则,设计了课程目标,描绘了建构的基本思路、结构样态和结构模式特征,论述了课程实施的路径。强调建构具有小学教育专业特性的课程体系、突出实践性特色和综合性特征、体现儿童为本的价值导向、力求实现课程设置的理论与实践的互动融合。本文认为,“实践取向”小学教育专业的课程设置问题是当前小学教师教育发展的核心问题。只有正确认识“实践取向”以及“实践取向的课程设置”,才能真正在职前小学教师教育中实现理念与方法的超越,培养符合小学教育事业发展需要的、具有小学教师专业性的“反思性实践者”。更多还原

【Abstract】 "Practice orientation" is the inevitable and rational value orientation choice of primary school education specialty and its curriculum. It is a natural step in curriculum reform of primary education, teacher-specialized development as well as teacher education reform. It embodies the expectations and requirements of inner development of teacher professionalism and primary school teacher education development reality.Taking curriculum of primary school education specialty as the research object, the thesis states that practice-oriented curriculum is the basic value orientation of primary school education specialty. The thesis claims the core value of "practice" in a primary school teacher training, based on primary school teachers’ professional qualities, and the belief of "practice". With "practice" as the orientation, the thesis expounds how to establish the independent curriculum system with characteristics of primary school education specialty by the way of integrating theory with practice to cultivate reflective primary school teachers.This thesis consists of the following parts:The introduction mainly explains the origin of the problem. It generalizes all the domestic research achievements related to primary school education specialty and its curriculum and practice-oriented teacher education and its curriculum; it summarizes the inspiration of existing researches to this study, and analyzes the defects in the existing researches. It overviews the research purpose, significance, the possible innovation, and the ideas and methods of the research."Practice" is the orientation of primary education, teacher specialization development and teacher education reform. Study of practice-oriented curriculum of primary school education specialty meets the need of education development and primary school teacher education development.The first chapter expounds the implication of practice-oriented primary school education specialty. It lists the definitions of "practice","practice orientation", and "practice orientation of primary school education specialty". This part carries on a rational analysis on the practice-oriented primary school education specialty from the theoretical perspectives of understanding teacher’s professionalism and comprehending situated learning. It explicitly points out the essence of education and characteristics of practice-oriented primary school education specialty. Meanwhile, it interprets the goal of talents cultivation of practice-oriented primary school education specialty attaches great importance to the education practice ability and takes it as the core quality of education practice. This chapter lays a foundation for the entire study and at the same time it is the standpoint of the full thesis.The second chapter explores the professional qualities of primary school teachers inherently constrain the curriculum of primary school education specialty. On the one hand, this chapter states the research ideas of the teachers’ quality structure. With interviews and investigations, it sums up the requirements of the primary school teachers’ professional qualities, and mainly based on the characteristics of primary school children and education, the unique value of primary school education and primary school teachers for children’s growth, and the primary school teachers’ role positioning constructing the reasonable primary school teachers’ basic quality structure, this chapter summarizes that the professional qualities of primary school teachers should be based on the development of children and it also puts forward an idea that the development of children and the demands of primary school teacher education are the logical starting point of the curriculum. On the other hand, via a questionnaire, this chapter analyzes the status of development of primary school teachers’ professional qualities, and illustrates characteristics and influencing factors of development of primary school teachers’ professional qualities. This chapter provides basic beliefs and ideas of curriculum of primary school education specialty which will promote the harmonious development of primary school teachers’ professional qualitiesThe third chapter expounds related theory about the practice-oriented curriculum of primary school education specialty. This part focuses on the modern curriculum theory, the theory of teacher specialization development, the theory of teachers’ knowledge so as to find practice elements in the curriculum and get inspiration from the practical essence. This chapter provides this thesis with the theory and the foundation and guidance of ideas.The fourth chapter elaborates the evidence for practice-oriented curriculum provision of primary school education specialty. The curriculum should have international outlook, and draw on the experience of primary school teachers’ pre-service training in developed countries (regions). The new teacher education curriculum standard of our country is the standard basis of the curriculum for this study. The inherent requirement of this study is to face primary school education practice, and to meet the needs of the primary school education practice. This chapter is the realistic basis for constructing practice-oriented curiculum system of primary school education specialty.The fifth chapter analyzes the present situation and the existing problems of curriculum of primary school education specialties in China. On the analysis of the course training schemes of12colleges and universities, this chapter lists the existing problems of the curriculum in primary school education specialties in China. And combined with case analysis on the applicableness of course training scheme of primary school education specialty of a certain college, this chapter explores the existing problems and causes of the curriculum provision of primary school education specialties in depth.The sixth chapter claims that practice-oriented curriculum system of primary school education specialty should be constructed. This chapter puts forward the basic principles of the practice-oriented curriculum of primary school education specialty, designs the course objectives, gives a description of the basic train of thought, the structure pattern and its characteristics and explains the process of curriculum implementation. This chapter emphasizes that the course system with professional characteristics of primary school education specialty should be established, which should highlight the characteristics of practicalness and comprehensiveness, embody the children-oriented value orientation strive to realize the interaction between theory and practice of curriculum.The thesis comes to a conclusion that practice-oriented curriculum of primary school education specialty is the core issue of the development of current primary school teacher education. Only with the correct undertanding of "practice orientation" and "practice-oriented curriculum", can the great advances on concept and methods be made in the primary school teachers’ pre-service training. As a result,"reflective practitioners" with professional qualities of primary school teachers will be successfully cultivated,who conform to the requirements of the development of primary school education career.更多还原