职前教师教育研习类课程开发与实施的探索与反思.docVIP

职前教师教育研习类课程开发与实施的探索与反思 罗晓杰1 谢利民2 （1.温州大学外国语学院，浙江温州，325035. 2.上海师范大学教育学院， 上海 200234） [摘要]师范毕业生上岗适应期长，入职后专业发展缓慢，根源在于教师职前教育阶段忽视教研能力的培养。作者尝试开设教育研习类选修课“课型研究”，配合教育见习和实习，对英语专业师范生的课堂教学研究能力的培养途径进行了实践探索。本文介绍了该课程的教学目标、教学内容选择与组织、研究活动设计以及学业成绩评价方法等改革措施。描述了该课程的教学过程和教学效果。在反思教育研习类课程的实践效果的基础上，对《教师教育课程标准》的出台将从源头上解决职前和在职教师专业的可持续发展问题进行了前景展望。 [关键词]课堂教学教研能力，研习类课程，教师职前教育，行动研究 [中图分类号] [文献标识码] [文章编号] Implementation and Reflection on Inquiry-oriented course in Pre-service Teacher Education Luo Xiaojie Xie Limin (College of Foreign Languages, Wenzhou University, Wenzhou,Zhejiang, 325035. College of Education, Shanghai Normal University, Shanghai 200234) Abstract: Graduates from Normal colleges and universities can not easily adapt to their teaching job and are sluggish in their professional development afterward. This has become a crucial issue in the context of the curriculum reform in China. Considering it the failure of their pre-service education, the author made an attempt to start an optional course of Inquiry-oriented Program for some normal college students. In this paper, the author first introduces the frame work of the course from the following four aspects: learning objectives, content selection and organization, learning activities design and achievement assessment. Then, describes the teacher’s role during the process. The reform turns out to be effective and warmly welcomed by the students. After reflection, the author points out that the Curriculum Standards for Teacher Education，which pays more attention to the cultivation of students’ ability of doing practical teaching research, will hopefully encourage the sustainable professional development of the pre-service and in-service teachers. Key words: ability of doing classroom teaching research; inquiry-oriented course; pre-service teacher education; action research “教学研究能力（简称教研能力）是教师根据现实的教育活动情境，综合运用现有知识与经验，进行创造性开发，解决面临教学问题的能力”[1] ，“是为了有效地解决一定的教育科学问题而应具备的个性心理特征的总和，它和认知能力、教学能力一样是教师能力结构的重要组成部分”。[2]众所周知，在“教师即