世纪中文出版社

array(1) { [0] => &array(22) { ["doi"] => string(0) "" ["doiwz"] => string(0) "" ["id"] => string(5) "72989" ["name"] => string(76) "全科与分科:小学教师职前培养模式的二元相持及并存之道" ["includes"] => string(3) "0-2" ["time"] => string(10) "2025-03-21" ["click"] => string(3) "444" ["soziding1"] => string(9) "李俊义" ["soziding2"] => string(99) "小学教师；全科培养模式；分科培养模式；小学教育；人才培养；学科教育" ["soziding3"] => string(36) "运城学院教育与心理科学系" ["soziding4"] => string(0) "" ["soziding5"] => string(21) "教师教育与创新" ["soziding6"] => string(0) "" ["soziding7"] => string(2) "85" ["soziding8"] => string(0) "" ["soziding9"] => string(4) "2020" ["soziding10"] => string(1) "4" ["qitaduanzhi"] => string(21) "{"doi":"","doiwz":""}" ["tupian"] => string(0) "" ["jieshao"] => string(0) "" ["miaoshu"] => string(726) "目前,小学教师职前培养主要有全科模式和分科模式两种。二者在培养理念、培养目标、课程设置、实施结果、师资要求等方面不尽相同,但从学科分化与融合、小学阶段的课程政策、地域发展差异及小学教育的特征分析,两种模式都有存在的必要性,无法从整体价值上区分二者的优劣。两种模式可各自坚守传统的办学思路相向而行、突出特色;也可在培养理念、培养目标、课程设置上以共融、贯通、结合以及互补的方式来加以改进和优化。基于小学教师成长过程,应以教师不同素养不同阶段发展的比较优势来选择和构建小学教师职前培养的最佳模式。" ["soziding20"] => string(0) "" } }