Over the past century,China's pedagogical education has been shaped by a series of debates,each reflecting the changing needs and ideological currents of its time.These debates include the late Qing Dynasty's discussion on establishing a pedagogical education system,the early 20th century's argument over the independence of pedagogical education,the operational challenges faced in the 1950s and 1960s,and the ongoing discussions about who should deliver pedagogical education.These debates have not only spurred significant introspection and reform but also clarified the unique characteristics of pedagogical education,advancing public understanding of the field.Four key dynamics emerge from these historical discussions:(1)the tension between the"pedagogical"and"academic"nature of education;(2)the interplay of progressive and conservative forces;(3)the oscillation between"internationalization"and"localization";and(4)the influence of"harmonization theory"on the evolution of the system.The insights gained from these debates offer important lessons for the future of pedagogical education in China.These include respecting the inherent laws of pedagogical education,prioritizing the quality of teacher development,fostering stronger cooperative mechanisms,and,ultimately,striving for the continuous improvement of teacher education quality.
关键词
中国百年师范教育/教育论争/师范性/学术性
Key words
a century of pedagogical education in China/educational debates/pedagogical nature/academic nature
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