学徒观察与教师培养——先入之见及其对师范生学会教学过程的影响

Apprentice Observation and Teacher Preparation: Preconceptions and the Influences on Pre-service Teachers Learning to Teach

师范生在进入教师职前教育阶段之前，作为观察学徒，已经积累了一些关于教学和教师的先入之见。先入之见的持续性、反弹性、正误性、过滤性、交互性特征影响着师范生的心理图式变化，一方面容易诱使他们退守到学徒时代所体认的传统教学图景，另一方面也为师范生和教师教育者提供了检视、比较、修正新旧经验的契机。分析学徒观察期形成的先入之见的特征及影响机制，有助于增强教师教育理论课程的实效性。

Pre-service teachers， as apprentices， have already accumulated a lot of preconceptions about teaching and teacher through observation before they receive pre-service teacher education. These preconceptions display features of continuity， resilience， mis-educative， filter， interaction， and have impact on the pre-service teachers’ psychological schema. These preconceptions will on the one hand easily lead pre-service teachers to fall back on the traditional way of teaching they have observed; and on the other hand they provide opportunities for the pre-service teachers and teacher educators to examine， compare and correct the new and old experiences. The purpose of the paper is to analyze the characteristics of preconceptions and its impact mechanism and thus improve the effectiveness of teacher education.