首页|"全科教学"背后的"整全教育者"——芬兰综合性大学教师教育的育人理念、课程设置和培养逻辑

"全科教学"背后的"整全教育者"——芬兰综合性大学教师教育的育人理念、课程设置和培养逻辑

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全科教学是芬兰基础教育的特色,高质量的全科教师由综合性大学培养.通过对芬兰八所综合性大学的全科教师培养方案进行质性分析,研究发现芬兰教师教育旨在培养融教师、研究者和社会人角色于一身的"整全教育者",发展教师汇教学素养、科学素养和公民素养于一体的复合型素养.这呼应了通过教育达到"完整人格发展"的"教化"育人理念.芬兰教师教育的课程设置整合了跨学科教学、科学研究和通识教育.跨学科教学旨在跨越学科边界以整合多维的知识和技能;科学研究旨在拓展心智边界发展认知、思维和视野;通识教育旨在突破自我的边界以唤起丰沛的情感、态度和价值.科学研究和通识教育打通跨学科教学的实践壁垒,三者交互联动培养具有复合型素养的"整全教育者".
"Complete Educators" behind "Class Teaching"——Philosophy,Curriculum and Logic of Teacher Education in Finnish Comprehensive Universities
Finnish basic education is characterized by class teaching,and comprehensive universities offer training for those class teachers.Through analyzing the class teacher education programs at eight comprehensive universities in Finland,we found that teacher education in Finland aimed to cultivate"complete educators"incorporating the roles of teachers,researchers and social person,with compound competencies of pedagogical,scientific and civic.This corresponds to the educational philosophy of"Bildung".Finnish curriculum for class teachers integrated interdisciplinary teaching,scientific research and general education.Interdisciplinary teaching enriched knowledge and skills,scientific research broadened cognition,thinking and horizon,and general education cultivated emotions,attitudes and values.Scientific research and general education stimulated interdisciplinary teaching,and the three above-mentioned curriculums interact synergistically to form"complete educators"with compound competencies..

Finlandteacher educationclass teachingcomplete educatorcompound competencies

张军凤、王世岳、彭韬

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南京大学教育研究院,江苏南京 230021

南京师范大学道德教育研究所,江苏南京 210097

芬兰 教师教育 全科教学 整全教育者 复合型素养

国家社会科学基金"十四五"规划2021年度教育学一般课题

BIA210174

2024

比较教育研究
北京师范大学

比较教育研究

CSTPCDCSSCICHSSCD北大核心
影响因子:0.807
ISSN:1003-7667
年,卷(期):2024.46(2)
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