基于Kolb经验学习理论的师范生教育实践课程重构与实践

Reconstruction and Practice of Teacher Education Practice Curriculum Based on Kolb’s Experience Learning Model

摘要: 教育实践课程是师范生教育体系中的重要环节，是师范生完成从“学生”成长为“教师”的重要载体，然而当前课程体系中普遍存在结构割裂、理论与实践脱节、反思性培养薄弱等问题。本文基于Kolb经验学习理论，提出以“具体经验–反思观察–抽象概念化–主动试验”为核心循环的教育实践课程重构思路，构建“直观经验驱动–实践导向–反思嵌入–评价反馈”的课程运行机制。在课程设计层面，重构课程实施环节，形成纵向贯通的实践教学体系；在具体实践层面，以教育实践课程之一《板书设计》为例开展实施，通过课程目标达成度和反思日志文本分析，验证了重构课程实践的有效性。实践表明，基于Kolb经验学习理论的课程结构更有利于激发师范生的实践主动性、提升教学设计与专业表达能力，促进师范生向反思型教师的转化，为教师教育实践课程改革提供了理论模型与实践路径参考。

Abstract: Educational practice course is an important part of the normal education system and a vital carrier for students to grow from “students” to “achers”. However, there are some problems in the current curriculum system, such as structural disconnection, disconnection between theory and practice, and weak reflective training. Based onb’s experiential learning theory, this paper proposes a reconstruction idea of educational practice curriculum with “concrete experience—reflection observation—abstract conceptualization—active experimentation” the core cycle, and constructs a curriculum operation mechanism of “intuitive experience driving—practice-oriented—reflective embedding—evaluation feedback”. On the level of curriculum design, implementation link of the curriculum is reconstructed to form a vertically connected practice teaching system. On the level of specific practice, the implementation of one of the educational practice courses, “Blackboard Design”, is carried out as an example, and the effectiveness of the reconstructed curriculum practice is verified through the achievement of curriculum objectives and the text analysis of reflective logs. It has been proved by practice that the curriculum structure based on Kolb’s experiential learning theory is more conducive to stimulating the initiative of normal students in practice, improving the ability of teaching and professional expression, and promoting the transformation of normal students to reflective teachers, which provides theoretical models and practical path references for the reform of teacher education practice courses.