학술논문
"素质教育"过头了吗:新入职教师视角下的学校教育现实 / Is"Education for All Round Development"Overdone:The Reality of School Education in the Eyes of Novice Teachers
Document Type
Academic Journal
Author
Source
河北师范大学学报（教育科学版） / Journal of Hebei Normal University(Educational Science Edition). 26(1):106-115
Subject
Language
Chinese
ISSN
1009-413X
Abstract
围绕 20 多年来我国基础教育领域进行的课程教育改革,学界的反思和争论一直持续,涉及学生中心与教师中心、师生关系与教育权威、教育理念与实践等诸多议题.对不同类型师范院校的毕业生,在其入职公立学校前后的两年内进行追踪和深度访谈,得出教师关于学校教育的认知,比较他们在入职前后的学生教育观.入职前,尚为学生的准教师们认为成绩不是教育的目的,希望培养独立有主见、快乐成长、自由发展的学生;入职后教师们喜欢"乖学生",认为快乐成长有底线、"教师不是万能的"、成绩还是很重要的;教师面对理想与现实之间的落差时往往基于学校实践,重构自身教育观念,"新课改"的诸多理念事实上并未在学校实践中真正落地.
There has been an ongoing reflection and debate on the curriculum and teaching reform in primary education in China during the past two decades,covering various topics,including student-centered teaching or teacher-centered teaching,teacher-student relationship and educational authority,and educational philosophy and practice.The graduates of different types of normal universities were tracked and interviewed in depth within two years before and after they took their teaching posts in public schools to learn about teachers'educational beliefs.In addition,their views on student education before and after they joined public schools were compared.Before entering their teaching roles in schools,the teacher-to-be university students tended to downplay the importance of their future students'test scores and focus on an education that develops their independence,happiness,individuality and freedom.After assuming their posts in schools,the participants seemed to have adjusted their educational beliefs and demonstrated a preference for"obedient students"who were oriented towards achieving high test scores and agreed with the ideas that"there are limits to happy education"as well as"the power of education cannot reach all students."Facing the disparities between the educational ideals in universities and the educational realities in schools,the novice teachers were more likely to reconstruct their educational beliefs to make them more in alliance with the realities.To some extent,the principles of the"New Curriculum Reform"are yet to be materialized in school practice.
There has been an ongoing reflection and debate on the curriculum and teaching reform in primary education in China during the past two decades,covering various topics,including student-centered teaching or teacher-centered teaching,teacher-student relationship and educational authority,and educational philosophy and practice.The graduates of different types of normal universities were tracked and interviewed in depth within two years before and after they took their teaching posts in public schools to learn about teachers'educational beliefs.In addition,their views on student education before and after they joined public schools were compared.Before entering their teaching roles in schools,the teacher-to-be university students tended to downplay the importance of their future students'test scores and focus on an education that develops their independence,happiness,individuality and freedom.After assuming their posts in schools,the participants seemed to have adjusted their educational beliefs and demonstrated a preference for"obedient students"who were oriented towards achieving high test scores and agreed with the ideas that"there are limits to happy education"as well as"the power of education cannot reach all students."Facing the disparities between the educational ideals in universities and the educational realities in schools,the novice teachers were more likely to reconstruct their educational beliefs to make them more in alliance with the realities.To some extent,the principles of the"New Curriculum Reform"are yet to be materialized in school practice.