职前教师班级管理何以可能？——基于专业认证标准的培育路径研究

How Is Classroom Management Possible for Pre-Service Teachers?—A Study on Cultivation Paths Based on Professional Accreditation Standards

摘要: 教师队伍建设事关教育高质量发展，是教育长远发展的重要举措。职前教师作为教师队伍的后备力量，其班级管理能力的培育对职前教师的教育教学有很重要的意义。然而，当前职前教师班级管理工作面临新的挑战与机遇，存在职前教师认知与儿童发展不同步、职前教师班级管理存在路径依赖、职前教师在学习与实践过程中缺乏思考研究等问题，即在培养过程中“知、行、思”三个关键环节出现断裂。基于专业认证标准重构职前教师班级管理能力培育的闭环体系，通过更新认知内容来弥合“知”的滞后，通过创新实践模式来破解“行”的单一，通过强化反思研究来贯通“思”的瓶颈。从而引导职前教师从被动的知识接收者，转变为主动的、反思性的、研究型的实践者。

Abstract: The development of the teaching workforce is crucial for the advancement of high-quality education and serves as a key measure for the long-term development of education. As the reserve force of teachers, pre-service teachers’ cultivation of classroom management competence is of great significance to their future teaching and education. Nevertheless, the classroom management practice of pre-service teachers is currently confronted with new challenges and opportunities. Problems such as the misalignment between pre-service teachers’ cognition and children’s development, path dependence in classroom management, and insufficient reflective research in learning and practice have led to a disconnect among the three key links of “cognition, practice, and reflection” in the training process. Based on professional accreditation standards, this paper reconstructs a closed-loop system for cultivating pre-service teachers’ classroom management competence. It bridges the lag in “cognition” by renewing cognitive content, solves the monotony of “practice” by innovating practical modes, and breaks through the bottleneck of “reflection” by strengthening reflective research. Accordingly, pre-service teachers are guided to transform from passive knowledge recipients into active, reflective and research-oriented practitioners.