| 基于文化存在论教育学,建设以“精神成长”为指引的教师教育课程 |
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| 引用本文： | 姜勇,底会娟.基于文化存在论教育学,建设以“精神成长”为指引的教师教育课程[J].全球教育展望,2020,49(3):106-118. |
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| 作者姓名： | 姜勇 底会娟 |
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| 作者单位： | 华东师范大学教育学部学前教育学系 上海200062;华东师范大学教育学部学前教育学系 上海200062 |
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| 基金项目： | 国家社科基金重大项目“我国普惠性学前教育公共服务体系建设的路径和机制研究”(项目编号:18ZDA336)的阶段性成果之一。 |
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| 摘 要： | 2017年10月26日,教育部印发了《普通高等学校师范类专业认证实施办法(暂行)》,明确提出要培养造就堪当民族复兴大任的大国良师。培育"大国良师"是新时代国家对广大教师的殷切期望与要求,同时也将引发教师教育课程的改革。指向大国良师的教师教育课程应注重师范生的精神成长,其目标在于帮助师范生成为一名有灵魂、有信念、有思想、有情怀、有学识、有担当、有使命感、有仁爱之心的未来教师。建设以"精神成长"为指引的教师教育课程可以借鉴文化存在论教育学的理论思想。文化存在论教育学认为师范生培养的"精神转向"突出表现在三个方面:一是从注重知识、技能的掌握到关注优雅心灵的成长;二是从割裂式的培养到运用艺术教育的手段培育整体精神;三是从忽视到重视运用优秀的传统文化进行精神培育。文化存在论教育学将师范生的精神成长视为培育人文精神与涵养文化品性的过程,因而在课程体系建设中非常注重对师范生开展"仁爱之心"儿童观的培育、"内在幸福"价值观的涵养,以及"转识成智"教育观的陶冶。为此,教师教育课程的建设应特别注重三个方面:首先,将"仁爱之心"儿童观的形塑融汇在教师教育课程体系之中,激励师范生不断形成"於穆不已"的儿童教育信念。其次,将"内在幸福"价值观渗透在教师教育课程体系之中,激励师范生树立"孔颜乐处"的教育志向。第三,将"转识成智"教育观融通在教师教育课程体系之中,激励师范生不断提升教育的实践智慧。
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| 关 键 词： | 文化存在论教育学 教师教育课程 精神成长 大国良师 |
Teacher Education Curriculum Reform Guided by “Spiritual Growth” Based on Cultural Existentialism Pedagogy |
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| Authors: | JIANG Yong DI Huijuan |
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| Institution: | (Department of Special Education,Faculty of Education,East China Normal University,Shanghai,200062,China) |
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| Abstract: | On October 26, 2017, the Ministry of Education issued "Measures for the Implementation of Teacher’s Professional Certification of Teacher Education in Universities and Colleges(Provisional). It clearly proposed that we should cultivate outstanding teachers who can well educate the new generation for our big country, which means cultivating good teachers is an ardent expectation and requirement in the new era. The teacher education curriculum reform for good teachers should focus on the spiritual growth of preservice teachers, and its goal is to help them to become future teachers with soul, faith, thoughts, feelings, knowledge, responsibilities and kindness. The reform of teacher education curriculum guided by "spiritual growth" can borrow the ideas and theories of Cultural Existentialism Pedagogy. Firstly, teacher education curriculum should make a transition from paying attention to the mastery of knowledge and skills to the growth of the elegant soul of preservice teachers. Secondly, teacher education curriculum should make a transition form separated cultivation to the cultivation of the overall spirit by means of art education. Thirdly, teacher education curriculum should make a transition from neglecting to attaching importance to the cultivation of the spirit by means of excellent traditional culture. Therefore, in the construction of curriculum system, it pays great attention to the cultivation of children’s view of "kindness", "inner happiness" and the cultivation of educational view of "turning knowledge into wisdom". To this end, the construction of teacher education curriculum pays special attention to three aspects. Firstly, the shaping of the concept of "kindness" for children is integrated into the curriculum system of teacher education, which encourages preservice teachers to constantly form "murmuring" beliefs in child education. Secondly, we should infiltrate the value of "inner happiness" into the curriculum system of teacher education and encourage preservice teachers to set up the educational aspiration of "Confucius and Yan Hui’s Cheerfulness". Thirdly, we should integrate the educational concept of "turning knowledge into wisdom" into the curriculum system of teacher education, and encourage preservice teachers to continuously improve the practical wisdom of education. |
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| Keywords: | Cultural Existentialism Pedagogy teacher education curriculum spiritual growth good teachers for a big country |
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