摘要
高等师范院校是培养师范生成为卓越未来教师的重要基地,完善师范生教学能力评价体系对于构建高质量教师教育体系至关重要。本研究采用“能力模型—证据模型—任务模型”的开发框架,系统整合能力表现、证据要求、实践任务和评价标准,构建师范生教学能力微认证体系,进行以评估方式变革撬动师范专业课程教学内涵变革的初步探索。为确保微认证体系对促进师范生专业化成长的适切作用,在构建和实施过程中,需重视未能纳入显性课堂教学能力框架的底层价值支撑,把握微认证能力分解的还原性与专业能力整体性之间的平衡,以及技艺实践与理性反思之间的平衡。
Teacher education institutions,as crucial bases for cultivating teachers,bear the mission of training high-quality teachers for the era.Perfecting the evaluation system for the teaching capabilities of normal students is essential for constructing a high-quality teacher education system.This study adopts the development framework of“competency model-evidence model-task model”to systematically integrate capability performance,evidence requirements,practical tasks,and evaluation criteria,thereby constructing micro-accreditation system for the teaching capabilities of normal students.It has conducted preliminary explorations into leveraging changes in assessment methods to drive changes in the connotations of teacher education professional courses.To ensure the appropriate role of the micro credentialing system in promoting the professional growth of teacher education students,it is necessary to pay attention to the underlying value support not included in the explicit classroom teaching capability framework during the construction and implementation process.This includes the relationship between the reductive nature of micro-credentialing capability decomposition and the integrity of professional capabilities,as well as the balance between craft practice and rational reflection.
作者
李海霞
李树培
魏非
LI Haixia;LI Shupei;WEI Fei(East China Normal University,Shanghai 200062,China)
出处
《教育参考》
2024年第11期7-12,32,共7页
Education Approach
基金
全国教育规划教育部重点课题“中小学教师专业道德涵育路径的实证研究”(项目批准号:DHA180353)的阶段性研究成果。
关键词
师范生
教学能力
微认证
体系构建
Pre-Service Teachers
Teaching Ability
Micro-Accreditation
System Contruction
