【摘要】 二战后,美国学界对教师职业"双专业"性质的认识,为平衡学术课程与专业课程的关系提供了理论依据。但受科学主义的影响,在培养学者型教师的课程计划中,学术课程大幅增加,专业课程明显削减,结果形成新的课程偏向。在纠正这一偏向时产生的"‘能力本位’教师教育计划"和"防教师课程",都将教师等同于技术人员。这些教师专业性"缺席"的做法,并不符合专业化的要求。20世纪80年代后确立的研究型教师教育目标,重视教师智力性实践活动所要求的个性与创造性的培养,教师的专业性由"缺席"到"在场",揭示出课堂教学独有的专业诉求。更多还原

【Abstract】 After World War II,understanding the Double Major nature of teaching profession in the United States provided a theoretical basis for the balance of academic and professional courses.But by the impact of scientific doctrine,there were a substantial increase in academic courses and a cut down in professional courses in the "scholar-oriented"teacher lesson plans which resulted in a new courses bias.In order to correct this bias,Competency-based Teacher Education(CBTE)program and the Teacher-proof Curriculum appeared.But both of them regarded the teacher as a technical staff which means teachers professional"absent"anddoes not meet the specialized requirements.After the1980 s,the "research-oriented"teacher education goals emphasis on intellectual property practice of teachers required for the cultivation of individuality and creativity,the professionalism of teachers from "absent"to"present"reveals the unique expertise of classroom teaching aspirations.更多还原