问题与改进:小学教师对学生发展核心素养的理解与实施
|
摘要
为了解目前我国小学教师对《中国学生发展核心素养》的熟知程度,以及核心素养在课堂教学中的落实情况,对江苏省186名小学教师展开问卷调查,从小学教师对学生发展核心素养"知情意行"四个方面进行实证研究。调查发现:小学教师对核心素养有一定的认知,但对其精神实质的了解还不够深入;教师对《中国学生发展核心素养》持完全认可的态度,但在实施过程中面对诸多困难;小学教师缺乏对教师自身核心素养的准确界定。因此,为确保学生发展核心素养得到有效落实,需要加强培训,提高教师对核心素养的认知;进行配套制度改革,创设教师开展核心素养教学的支持环境;明确学生发展核心素养相关指标体系,为教师教学提供可供操作的参考;培育一支有助于学生核心素养养成的师资队伍。
In order to understand the current familiarity level of Chinese primary school teachers on China Students Development Key Competence and the implementation of key competence in class teaching,a questionnaire survey was conducted among 186 primary school teachers in Jiangsu province,and the empirical research mainly on four aspects of primary school teachers' understanding of students developing key competence.The survey found that primary school teachers have a certain understanding of key competence,but their understanding of the spiritual essence is not deep enough;teachers have a fully recognized attitude,but in the implementation process there are many difficulties;Primary school teachers lack accurate definition of teachers' self-key competence. Therefore,it is necessary to strengthen training and improve teachers' awareness of key competence,to create a support environment for teachers to carry out key competence teaching,to define the relevant index system of the students development key competence,to provide the reference for the teachers' teaching and to cultivate a faculty team that help students develop their key competence.
In order to understand the current familiarity level of Chinese primary school teachers on China Students Development Key Competence and the implementation of key competence in class teaching,a questionnaire survey was conducted among 186 primary school teachers in Jiangsu province,and the empirical research mainly on four aspects of primary school teachers' understanding of students developing key competence.The survey found that primary school teachers have a certain understanding of key competence,but their understanding of the spiritual essence is not deep enough;teachers have a fully recognized attitude,but in the implementation process there are many difficulties;Primary school teachers lack accurate definition of teachers' self-key competence. Therefore,it is necessary to strengthen training and improve teachers' awareness of key competence,to create a support environment for teachers to carry out key competence teaching,to define the relevant index system of the students development key competence,to provide the reference for the teachers' teaching and to cultivate a faculty team that help students develop their key competence.
引文
[1]姜宇,辛涛,刘霞,等.基于核心素养的教育改革实践途径与策略[J].中国教育学刊,2016(6):31.
[2]褚宏启,张咏梅,田一.我国学生的核心素养及其培育[J].中小学管理,2015(9):6.
[3]林洛颖,边国霞,周文叶.基于核心素养的课程建构[J].教育测量与评价,2017(12):50.
[4]杨向东.从核心素养看批判性思维的培养[J].教育测量与评价,2018(1):1.
[5]本刊编辑部.核心素养:重构未来教育图景[J].人民教育,2015(4):1.
[6]褚宏启.学生发展核心素养六人谈[J].华东师范大学学报(教育科学版),2016(1):3.
[7]魏锐.21世纪核心素养教育的支持体系[J].华东师范大学学报(教育科学版),2016(7):46.
[8]邵朝友,周文叶,崔允漷.基于核心素养的课程标准研制:国际经验与启示[J].全球教育展望,2015(8):14.
[9]郑金洲,吕洪波.教师应具备的七大素养[J].人民教育,2016(11):54.
[2]褚宏启,张咏梅,田一.我国学生的核心素养及其培育[J].中小学管理,2015(9):6.
[3]林洛颖,边国霞,周文叶.基于核心素养的课程建构[J].教育测量与评价,2017(12):50.
[4]杨向东.从核心素养看批判性思维的培养[J].教育测量与评价,2018(1):1.
[5]本刊编辑部.核心素养:重构未来教育图景[J].人民教育,2015(4):1.
[6]褚宏启.学生发展核心素养六人谈[J].华东师范大学学报(教育科学版),2016(1):3.
[7]魏锐.21世纪核心素养教育的支持体系[J].华东师范大学学报(教育科学版),2016(7):46.
[8]邵朝友,周文叶,崔允漷.基于核心素养的课程标准研制:国际经验与启示[J].全球教育展望,2015(8):14.
[9]郑金洲,吕洪波.教师应具备的七大素养[J].人民教育,2016(11):54.