生活教育理论视域下教师核心素养培育路径研究

Research on the Cultivation Pathways of Teachers’ Core Competencies from the Perspective of Life Education Theory

摘要: 新课标背景下，以核心素养为导向的育人目标对教师的专业知识和能力提出了更高的要求。本研究以陶行知先生的生活教育理论为核心，即以“生活即教育”、“社会即学校”、“教学做合一”为内涵，探索教师核心素养培育路径。研究发现，当前教师核心素养培育普遍存在培育目标偏移、培育方式单一、培育场域禁锢等现实问题。基于生活教育理论，本文从培育目标、培育方式、培育场域三个维度构建系统化教师核心素养培育策略，以期推动教师实现生活化、实践化、专业化成长，为优化教师专业能力和建立高素质的教师队伍提供理论支撑和实践参考。

Abstract: Under the background of the new curriculum standards, the education goals oriented towards core competencies place higher demands on teachers’ professional knowledge and abilities. This study focuses on Mr. Tao Xingzhi’s life education theory, which encompasses the ideas of “life is education, society is school, and the unity of teaching, learning, and doing”, to explore pathways for cultivating teachers core competencies. The study finds that the current cultivation of teachers’ core competencies generally faces practical issues, such as shifted cultivation goals, single cultivation methods, and constrained cultivation settings. Based on the life education theory, this paper constructs systematic strategies for cultivating teachers’ core competencies from three dimensions: cultivation goals, cultivation methods, and cultivation settings, aiming to promote teachers’ growth in a life-oriented, practical, and professional manner, and to provide theoretical support and practical references for optimizing teachers’ professional abilities and building a high-quality teaching workforce.