基于生活教育理论的小学教师核心素养的 结构、困境与发展路径研究

Research on Primary School Teachers’ Core Competencies: Structure, Challenges, and Development Pathways from the Perspective of Life Education Theory

摘要: 在教育现代化推进背景下，小学教师核心素养逐渐成为基础教育研究的重要议题。既有研究主要集中于学生核心素养与学科核心素养的探讨，而对教师核心素养的系统性分析仍相对不足，尤其缺乏本土教育理论的解释框架。陶行知生活教育理论强调“生活即教育”“社会即学校”“教学做合一”，为理解小学教师核心素养的生成机制提供了重要理论资源。基于此，本文在生活教育理论视角下，界定小学教师核心素养的内涵构成，强调其价值启示并分析现实困境，提出相应培育路径。研究认为，小学教师核心素养主要由生活课程转化能力、跨界协同育人能力与实践反思创新能力构成。当前其发展仍面临生活经验转化不足、协同育人机制薄弱与实践反思深度不足等问题。为此，应通过教育观察中积累资源、协同育人中资源整合、深化实践反思及健全支持保障体系四个路径加以推进。

Abstract: Against the backdrop of advancing educational modernization, the core competencies of primary school teachers have gradually become an important issue in basic education research. Existing studies have mainly focused on students’ core competencies and subject-specific competencies, while systematic research on teachers’ core competencies remains relatively insufficient, particularly lacking an explanatory framework grounded in indigenous educational theories. Tao Xingzhi’s Life Education Theory, characterized by the principles of “Life as Education”, “Society as School”, and “Integration of Teaching, Learning and Doing”, provides important theoretical resources for understanding the formation mechanism of teachers’ core competencies. From the perspective of Life Education Theory, this paper clarifies the connotation and structure of primary school teachers’ core competencies, explores their theoretical implications, analyzes the practical challenges, and proposes corresponding cultivation pathways. The study argues that primary school teachers’ core competencies mainly consist of life-to-curriculum transformation competence, cross-boundary collaborative education competence, and reflective and innovative practice competence. At present, the development of these competencies is constrained by insufficient transformation of life experiences into curriculum resources, weak collaborative education mechanisms, and inadequate depth of reflective practice. To solve these problems, this paper puts forward four promotion paths: accumulating resources through educational observation, integrating resources in collaborative education, deepening practical reflection, and improving comprehensive supporting systems.