摘要
师范生的职前专业发展不仅是在教师教育者指导下实现的知识习得、技能演练的人为培育过程,更是在文化浸润、环境熏陶中发生的自然化育过程。当前高师院校采取的三种经典职前教师专业发展路径的共同特点是显性化、理性化,其缺点是无法深入师范生的潜意识层面。高师校园文化是一种隐性的教师教育资源,是师范生学会教书的一本活教材。高师校园文化凭借其特有的文化生态育师机制与文化濡染育师机制化育着师范生。范导、习染、催化、渗透、感召是其教师教育功能实现的独特方式和渠道。
Pre-career professional development of normal school students is not only acquisition of knowledge, practice of skills and conscious fostering, but a process of natural growth under the influence of culture and environment. Nowadays, the common characteristics of the university measures on future teacher＇s professional development are explicit and rational, which can＇t get to students＇ subconscious level School culture in normal university is a kind of covert curriculum resources in teacher education and a live teaching material. It has an inherent educational mechanism of teacher education based on culture ecosystem and cultural pervasion. The typical way of its function is guidance, pervasion, catalyzing, inspiring, etc.
出处
《江苏教育研究》
2010年第8期24-28,共5页
Jiangsu Education Research
基金
陕西师范大学人文社会科学研究基金项目"师范生专业成长与校园文化建设研究"(课题批准号:08SYB11
主持人:龙宝新)成果之一
关键词
高师院校
校园文化
育师机制
教师教育课程
normal college
school culture
mechanism of teacher education
curriculum for teacher education
