发达国家所培养的小学全科教师具有融合性、实践性和发展性等重要特征,其能力结构表现为:以学习能力、传授知识能力、测评成果能力为主体的三因素模型,以学科知识、教学情境、课堂行为、学生差异为中心的四因素模型,以教学、交往、科研、创新、解决问题为聚焦点的五因素模型和以计划能力、教学能力、评价能力、反思能力、适应能力、沟通能力、合作能力为切入点的七因素模型.以上能力特征、能力要求以及能力结构启示我国迫切需要开展探索小学全科教师能力要素的本土化、实证性研究,并尝试融合型和研究型教师的培养取向.%General elementary school teachers cultivated by developed countries showed the characteristics of integration, practicalness and expansibility. The structure of their abilities could be roughly divided into four different models. The three-factor model consisted of learning ability, knowledge-imparting ability and evaluating ability. The four-factor model centered on subject knowledge, teaching situation, classroom behaviors and student differences. The five-factor model focused on the abilities of teaching, communication, scientific research, innovation and problem-solving. The seven-factor model took the abilities to plan, teach, evaluate, reflect, adapt, communicate and cooperate as the breakthrough point. It revealed that China was in urgent need of carrying out indigenized and empirical research on the components of general elementary school teachers’ abilities, and training integrated and research-based elementary school teachers.
展开▼
