| 呼唤现代教师教育学的学科建设 |
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| 引用本文： | 杨天平.呼唤现代教师教育学的学科建设[J].教育理论与实践,2009(19). |
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| 作者姓名： | 杨天平 |
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| 作者单位： | 浙江师范大学发展规划处; |
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| 基金项目： | 全国教育科学“十一五”规划2008教育部规划课题研究成果之一,课题批准号:FHB080514 |
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| 摘 要： | 教师教育学是以对基础教育包括中小学和幼儿园教师职前职后一体化的教育为对象,以荟萃其认识成果、揭示其发展规律、指导其实践活动为目标,进而融科研、教学、育人于一体的专门化、应用性知识体系。应在教育学一级学科门下增设教师教育学二级学科,促进教师教育的理论研究,加强对教师教育实践的科学指导。应注重教师教育学科的组织、队伍、专业、课程与教材建设,运用历史和逻辑相结合的研究思维及形而上和形而下、思辨和经验、实证和实地等多种研究方法,对教师教育由低到高、由独立封闭到开放多元的运演轨迹及其主体与客体、目的与手段等要素进行全景式的考察,以建设科学与教学相统一的现代教师教育学科。
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| 关 键 词： | 师范教育 教师教育 学科建设 教师教育学 |
Calling the Discipline Construction of Teacher Pedagogy |
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| YANG Tian-ping.Calling the Discipline Construction of Teacher Pedagogy[J].Theory and Practice of Education,2009(19). |
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| Authors: | YANG Tian-ping |
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| Institution: | Office of Development and Planning;Zhejiang Normal University |
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| Abstract: | Teacher pedagogy is aimed at integrating pre-service and in-service education of kindergarten teachers, elementary teachers and middle school teachers. The target of teacher pedagogy is to assemble the research achievements, reveal the law of development and guide the practical activities, thus a specialized and applicable knowledge system combining scientific research, teaching and educating talents. So it is better to put teacher pedagogy as the second -level discipline under the first -level pedagogy in ... |
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| Keywords: | normal education teacher education discipline construction teacher pedagogy |
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