借助教学困境决策培养教育硕士研究生教学能力的策略-《集美大学学报（教育科学版）》

文章信息/Info

Title:: Strategies for Cultivating Teaching Ability of Master of Education by Means of Teaching Dilemma Decisions

Author(s):: ZHANG Chao-zhen; JI Xiang-rong; Linyi University, Linyi 276000, China

Keywords:: master of education; teaching dilemma decision; teaching problems; teaching ability

摘要:: 中小学核心素养变革要求师范院校培养能够解决真实教学问题的职前教师。以两难或多难问题为核心的教学困境是课堂生活的组成部分，对教学困境的决策凸显教育硕士研究生的教学能力。困境决策视角的教育硕士研究生教学能力包括诊断教学困境类型并设计教学目标的能力、把握教学困境的学科特殊性以整合教学内容的能力、在动态困境中做出即时性教学决策的能力、对教学困境决策进行反思的“元决策”能力。借助教学困境决策提高教育硕士研究生的教学能力，高校要在培养方案中强化研究生的问题解决能力培养，以“创中学”为主线整合三类学习方式，校地协同丰富研究生的教学困境决策，指导研究生对教学困境决策进行深度反思，以提高研究生的培养质量。

Abstract:: The reform of core literacy in primary and secondary schools necessitates the training of pre-service teachers who possess the ability to effectively address real teaching problems at normal colleges. Teaching dilemmas, which are integral to classroom life, serve as a focal point for assessing the teaching competence of master’s students in education. From the perspective of decision-making regarding these dilemmas, the teaching ability of education postgraduates encompasses diagnosing and designing teaching objectives for such predicaments, integrating specialized knowledge into teaching content, making prompt decisions amidst dynamic dilemmas, and possessing “meta-decision-making” skills to reflect upon their choices. To enhance the teaching ability of education graduate students through effective dilemma decision-making, universities should strengthen their practical teaching programs by fostering problem-solving skills among postgraduate students. Additionally, they should integrate three types of learning methods centered around “creating a middle school,” enriching both the content and format of dilemma decision-making exercises in collaboration with local schools. Furthermore, it is crucial to guide postgraduate students towards deep reflection on their dilemma decision-making processes in order to improve the overall quality of education graduate programs.