本着科学精神并结合中国传统教育思想,我们把学前——小学教育统称为小学教育,与此相适应的教师教育就一体化为小学教师教育。无论从实践还是从理论的角度考量当前的小学教师教育,我们发现,小学教师的专业水平并没有赢得与大学教师相同的专业学术地位。不仅如此,即使在大学教育阶段,大学生也普遍缺乏良好的学习素养、生活素养和道德品质。而诸如此类的现象与支撑我们现有的小学教师教育的知识基础有着内在的直接关联。科学的知识基础不仅决定专业化水平,而且直接决定着专业人员的工作效果。所以,分析批判、重新解释与建构小学教师教育的知识基础是小学教师专业化和小学教师教育专业化的必然要求。以全球化视域为实践时空,以教育哲学方法为理论引擎,我们对小学教育的特质、目的以及小学教师教育的知识特性和知识基础进行了理性透视。教育即人性建构,具体化为生成、建构小学生的自我责任、自主方法和美感。基于此理论建构,我们突破了过去关于教育本体性知识、条件性知识、实践性知识等有关教育知识的狭隘的、肤浅的表述,提出了根据性知识、目的性知识、工具性知识等全新的教师教育知识基础理论,并且详细阐述了在小学教师教育领域这些知识的具体内容。这样,不仅促使小学教师教育成为一门真正的专业,也使我们对小学教育的认识走向更深。 In line with the spirit of science and the traditional Chinese educational thought, we refer to pre-primary education as primary education and the teacher education that corresponds to it is integrated into primary-teacher education. Regardless of the current primary school teacher education from a practical or theoretical perspective, we find that the professional level of primary school teachers does not win the same professional academic status as that of university teachers. Not only that, even in college education stage, college students generally lack of good learning literacy, quality of life and moral quality. And such phenomena are inherently and directly related to the knowledge base that underpins our existing primary school teacher education. Scientific knowledge base not only determines the level of specialization, but also directly determines the work of professionals. Therefore, analyzing and criticizing, reinterpreting and constructing the knowledge base of primary school teacher education are the inevitable requirements of primary school teacher specialization and primary school teacher education specialization. Taking the globalization horizon as a practical space-time and the philosophy of education as the theoretical engine, we make a rational perspective on the traits and objectives of primary education and the knowledge characteristics and knowledge base of elementary school teacher education. Education is the construction of human nature, embodied as generation, construction of primary school students’ self-responsibility, their own methods and beauty. Based on this theoretical construction, we have broken through the narrow and superficial expressions of educational knowledge about education ontological knowledge, conditional knowledge and practical knowledge, and put forward new brand-new knowledge such as sexual knowledge, purposive knowledge and instrumental knowledge Teacher education basic theory of knowledge, and elaborated on the specific content of these knowledge in the field of primary school teacher education. In this way, not only will primary school teacher education become a real profession, but also our understanding of primary education will deepen.