摘要
在教师教育“知识、能力和素养”三个模块中,专业素养(性格禀赋、职业情感、职业认知)的地位和作用未能受到应有的重视;以知识为主的“知识>能力>素养”教师教育与评估模式不利于人才的选拔和培养。素养是促进教师发展的根本动因,是教师教育的起点和常态,对知识和能力的发展起着决定性的作用,应采取前后之间有因果关系的“素养>能力>知识”这一教师教育与评估模式。重视教师素养并非否定教师知识和能力的作用,而是基于教师教育以“人”为本的理念,基于把控生源质量的考量,更是基于三个模块在教师教育过程中的内在逻辑关系的安排。
In the three modules of teacher education,“knowledge,ability and quality”,the role and functions of professional quality(personality endowment,occupational emotion and occupational cognition)have not received the attention it deserves.The mode of teacher education and evaluation based on knowledge>ability>quality is not conducive to the selection and cultivation of talents.Literacy is the fundamental motivation for promoting teacher development,the starting point and the norm of teacher education,and plays a decisive role in the development of knowledge and ability.Therefore,the“quality>ability>knowledge”model of teacher education and evaluation,which has a causal relationship,should be adopted.The emphasis on teacher quality and cultivation does not deny the role of teacher knowledge and ability,but relies on the people-oriented concept of teacher education,the consideration of controlling the quality of students,and the arrangement of the internal logical relationship between the three modules in the process of teacher education.
作者
李泉
丁安琪
LI Quan;DING Anqi(School of Chinese Studies and Cultural Exchanges,Renmin University of China,Beijing 100872,China;School of International Chinese Studies,East China Normal University,Shanghai,200062,China)
出处
《云南师范大学学报（对外汉语教学与研究版）》
2020年第5期1-9,共9页
Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)
基金
中国人民大学科学研究基金(中央高校基本科研业务费专项资金资助)项目“国际汉语教育学科理论创新研究”阶段性成果(13XNJ041)。
关键词
国际汉语教育
汉语教师教育
教师专业素养
教师教育与评估模式
international Chinese education
education of Chinese-language teachers
professional quality
teacher education and evaluation model
作者简介
李泉,男,黑龙江依兰人,中国人民大学教授,博士生导师,研究方向为汉语语法、对外汉语教学。
