摘要
传统教师教育实践是单一的线性范式,呈现出目标旨向应试化、内容框架抽象化、过程标准技艺化和考核评价同质化等发展羁绊。循证为教师教育实践提供了新的阐释视角,重构着其实践样态。循证理念的勃兴推动教师教育实践转向循环递进的环形范式,力求实现专业智慧与最佳且可利用的经验之间的融通。循证教师教育实践的价值体现在彰显师生主体性价值、达成教育规范性价值和推进实践创新性价值等三个方面。循证教师教育实践要基于问题,选择最佳证据,建构包括问题提出、方案论证、实践推进、反思评估等过程的“双层循环”实践框架,同时要重视“二阶反思”,打造循证教师教育实践的合力发展生态圈。
Traditional teacher education practice is a single linear paradigm,presenting developmental constraints such as test-oriented goals,abstracted content frameworks,technical process standards,and homogenized assessment and evaluation.Evidence-based practice provides a new interpretation perspective for teacher education practice and reconstructs its practice pattern.The emergence of evidence-based concepts has shifted teacher education practice to a circular paradigm that seeks to integrate professional wisdom with the best available experience.The value of evidence-based teacher education practice is reflected in three areas:highlighting the value of teacher and student subjectivity,achieving the value of educational normativity,and promoting the value of innovative practice.Evidence-based teacher education practice should be based on problems,select the best evidence,and construct a“two-layer cycle”practice framework that includes problem formulation,solution justification,practice advancement,and reflection and evaluation,etc.At the same time,we should pay attention to“second-order reflection”in order to create a collaborative development ecosystem for evidence-based teacher education practice.
作者
江净帆
李江
JIANG Jing-fan;LI Jiang(Collaborative Innovation Center for Children’s Development(Aged 6-12),Chongqing University of Education)
出处
《教育理论与实践》
北大核心
2023年第4期36-41,共6页
Theory and Practice of Education
基金
重庆市教委人文社科一般项目“全科师范生职业理想建构与培养研究”(项目编号:20SKGH246)的研究成果
关键词
教师教育实践
循证
主体性价值
教育规范性价值
实践创新性价值
双层循环
二阶反思
teacher education practice
evidence-based
subjectivity value
educational normativity value
practice innovative value
two-layer cycle
second-order reflection
