教育研究
教育研究
교육연구
Educational Research
2013年
6期
78~85
,共null页
师范生 先赋认同 结枷}生认同 建枷}生认同
師範生 先賦認同 結枷}生認同 建枷}生認同
사범생 선부인동 결가}생인동 건가}생인동
normal university students, pre-endowed identity, institutional identity, constructive identity
师范生身份认同不仅是师范生为职前培养过程赋予意义的来源和学习的动力，也是衡量师范生培养质量的重要因素。师范生身份认同可概念化为先赋身份认同、结构性身份认同和建构性身份认同。通过对某师范大学的个案研究发现，师范生的教师身份认同表层化，多数受访师范生认同“我是师范大学的学生”，而不是“我是师范生”。当前，对教师专业化要求与待遇不相称之间的矛盾是我国教师队伍建设中存在的突出问题，应进一步改善教师的工作、学习和生活条件，吸引优秀人才长期从教。同时，还需要适度转变教师教育课程取向，注重变革教学模式与方法，注重研究性学习，让师范生在问题驱动的自主性学习中学会研究教育问题、提炼教育经验和发现教育知识，增强对教育活动价值的认同。
師範生身份認同不僅是師範生為職前培養過程賦予意義的來源和學習的動力，也是衡量師範生培養質量的重要因素。師範生身份認同可概唸化為先賦身份認同、結構性身份認同和建構性身份認同。通過對某師範大學的箇案研究髮現，師範生的教師身份認同錶層化，多數受訪師範生認同“我是師範大學的學生”，而不是“我是師範生”。噹前，對教師專業化要求與待遇不相稱之間的矛盾是我國教師隊伍建設中存在的突齣問題，應進一步改善教師的工作、學習和生活條件，吸引優秀人纔長期從教。同時，還需要適度轉變教師教育課程取嚮，註重變革教學模式與方法，註重研究性學習，讓師範生在問題驅動的自主性學習中學會研究教育問題、提煉教育經驗和髮現教育知識，增彊對教育活動價值的認同。
사범생신빈인동불부시사범생위직전배양과정부여의의적래원화학습적동력，야시형량사범생배양질량적중요인소。사범생신빈인동가개념화위선부신빈인동、결구성신빈인동화건구성신빈인동。통과대모사범대학적개안연구발현，사범생적교사신빈인동표층화，다수수방사범생인동“아시사범대학적학생”，이불시“아시사범생”。당전，대교사전업화요구여대우불상칭지간적모순시아국교사대오건설중존재적돌출문제，응진일보개선교사적공작、학습화생활조건，흡인우수인재장기종교。동시，환수요괄도전변교사교육과정취향，주중변혁교학모식여방법，주중연구성학습，양사범생재문제구동적자주성학습중학회연구교육문제、제련교육경험화발현교육지식，증강대교육활동개치적인동。
The identity of normal university students is not only to initiate the meaning and motivation of pre-service learning, but also act as a key index to evaluate the quality of teacher education. The identity of normal university students can be conceptualized as pre-endowed identity, institutional identity and constructive identity. Based on the case study of a normal university, the identity of normal university students is generally superficial. It is approved by most of the normal university students that they are the students merely studying at the normal university other than the normal university students themselves. At present, the prominent problem of teacher education in China lies in the contradiction between the profession demand for teachers＂ development and incongruous treatment of social and economic status of teachers. It is a necessity to significantly improve the conditions of teachers＂ work, life and learning, so as to attract more and more excellent talents to devote themselves to education over a long period of time. Meanwhile, curriculum orientation of teacher education should be transformed properly, paying attention to the change of teaching model and method, emphasizing on inquiry-oriented learning, so that the normal university students could master how to research educational issues in problem-oriented independent learning, refine educational experience and discover educational knowledge, so as to strengthen the identity of the value of educational activity.
