专业认证标准下职前教师教学素养的审思与建构

Reflection and Construction of Pre-Service Teachers’ Teaching Literacy under Professional Accreditation Standards

摘要: 职前教师作为高质量教师队伍发展与建设的关键力量，其教学素养的高低直接制约着教师教育高质量发展。职前教师教学素养是教师理性认知与感性体验交织的循证教师专业自觉发展，主要由专业知识、教育情感、专业意识、教学行为构成。从职前教师教学素养表征来看，整体性是职前教师教学素养的结构支撑；实践性是职前教师教学素养的关键基础；动态性是职前教师教学素养的根本属性；情境性是职前教师教学素养的内在要求。师范专业认证标准下职前教师教学素养的发展，需要推动教学理论实践化，在课堂中重构理论；完善实践课程体系，推行双导师培养模式；以智能技术赋能，提供人机协同的循证反馈；以表现性评价为主体，指向教学实践全过程。

Abstract: As a key force in the development and construction of a high-quality teaching workforce, the level of teaching literacy among pre-service teachers directly constrains the high-quality development of teacher education. Teaching literacy of pre-service teachers represents an evidence-based, conscious development of teacher professionalism intertwined with rational cognition and perceptual experience, mainly consisting of professional knowledge, educational affection, professional awareness, and teaching behavior. From the perspective of its characteristics, integrity serves as the structural support for pre-service teachers’ teaching literacy; practicality constitutes its crucial foundation; dynamism is its fundamental attribute; and contextuality represents its inherent requirement. Under the standards of normal professional accreditation, the development of pre-service teachers’ teaching literacy requires: promoting the practicalization of teaching theories and reconstructing theories in classroom contexts; improving the practical curriculum system and implementing the dual-supervisor training model; empowering education with intelligent technologies to provide human-machine collaborative evidence-based feedback; and adopting performance-based assessment as the core approach oriented to the whole process of teaching practice.