意义建构：高师公共教育学课程的设计与实施策略

以《教师教育课程标准（试行）》的理念与精神来检视，我们发现，造成公共教育学课程教学低效的主要原因是学生感受不到课程知识的意义及其学习的价值。因此，意义建构应成为公共教育学课程设计与实施的价值取向。公共教育学课程旨在让师范生体认到教育的意义、教育理论的意义、学生成长的意义以及教师职业的意义。公共教育学课程设计与实施的改革策略在于回复知识的意义与重构学习的路径，具体包括：恢复学习的社会实践活动本质、建立知识与真实世界的联系、立足师范生的社会文化属性和知识经验基础、提升公共教育学课程教师的理论素养与教学艺术水平。

A Meaning Construction： The Designing and Implementation Strategies for the Course of Public Pedagogy in Teachers＇ Colleges

The inefficiency of the public pedagogy course in teachers colleges can be mainly attributed to the fact that students fail to obtain its meaning and value. Therefore, the meaning construction should be a value orien- tation and target of the public pedagogy course. The course should aim at exposing normal college students to significances of education, of pedagogical theories, of their growth and of teacher career. According to this goal, the reform strategies for the course designing and implementation lie in restoring the significance of knowledge and reconstructing the path of learning. They include revival of the social practice nature of learning, establishment of connections between knowledge and real world, enhancement of the course teachers＇ theoretical knowledge and teaching art based on students＇ social and cultural attributes and their knowledge and experience