【摘要】： 新西蘭擁有完善的教育體制和一流的教學(xué)質(zhì)量,其教育體制被視為世界上最好的教育體制之一。百年大計,教育為本;教育大計,教師為本。教師隊伍的質(zhì)量關(guān)系到國家教育的發(fā)展,各國都把師資隊伍建設(shè)視為教育事業(yè)發(fā)展的關(guān)鍵。新西蘭政府十分重視教師的培養(yǎng),特別是《1989年教育法》頒布后,政府加大力度對教師教育進(jìn)行改革并取得了顯著的效果。盡管由于文化傳統(tǒng)、政治、經(jīng)濟(jì)等方面的不同,新西蘭的教師教育模式與我國的教師教育模式存在差異,但其一些成功作法仍可為我國的教師教育改革提供有益的借鑒。 本文除緒論和結(jié)語外,共分為三個部分。第一部分從新西蘭教師教育機(jī)構(gòu)百余年來的變遷著手,對新西蘭教師教育的發(fā)展歷程作了比較全面的梳理。主要分為三個時期,即師范學(xué)校時期,培訓(xùn)學(xué)院與教師學(xué)院時期、獨立教育學(xué)院與綜合大學(xué)的教育學(xué)院時期,由此回顧新西蘭教師教育的發(fā)展。第二部分為本文的重要章節(jié),主要闡述了90年代以來新西蘭教師教育的改革舉措。首先,簡單介紹了教師教育改革的動力。其次,詳細(xì)闡明改革的主要舉措,包括職前教師教育改革的深化;新教師入職指導(dǎo)制度的建立;持續(xù)專業(yè)化發(fā)展觀念的形成等方面。第三部分分析概括了新西蘭教師教育的特點,如靈活的“分權(quán)型”管理體制、嚴(yán)格的教師注冊機(jī)制、充足的教師培訓(xùn)經(jīng)費、完善的質(zhì)量保障體系等。最后借鑒新西蘭教師教育改革的成功經(jīng)驗,結(jié)合我國的現(xiàn)實情況,從中得出我國應(yīng)該打破教師資格終身制;加強(qiáng)教師在職培訓(xùn)等啟示。
[Abstract]:New Zealand has a perfect education system and first-class teaching quality, and its education system is regarded as one of the best in the world. A hundred-year plan is based on education; a great plan of education is based on teachers. The quality of teachers is related to the development of national education, and the construction of teachers is regarded as the key to the development of education. The Government of New Zealand attaches great importance to the training of teachers, especially after the promulgation of the Education Act of 1989, the Government has strengthened its efforts to reform the education of teachers and has achieved remarkable results. Although there are differences between New Zealand and China in terms of cultural tradition, politics and economy, some successful approaches can provide useful reference for the reform of teacher education in our country. In addition to the introduction and conclusion, this article is divided into three parts. The first part starts with the change of New Zealand teacher education institution over the past hundred years, and makes a comparatively comprehensive combing of the development course of New Zealand teacher education. It is divided into three periods, namely, the period of normal school, the period of training college and teacher college, the period of independent college of education and the period of education college of comprehensive university, so the development of New Zealand's teacher education is reviewed. The second part is the important chapter of this paper, mainly elaborated the New Zealand teacher education reform measures since 1990's. First of all, it introduces the motive force of teacher education reform. Secondly, the main measures of the reform, including the deepening of the pre-service teacher education reform, the establishment of the new teacher induction guidance system, the formation of the concept of sustainable professional development, etc. The third part summarizes the characteristics of New Zealand teacher education, such as flexible "decentralized" management system, strict teacher registration mechanism, adequate teacher training funds, perfect quality assurance system and so on. Finally, drawing lessons from the successful experience of New Zealand's teacher education reform and combining with the reality of our country, it is concluded that our country should break the lifelong system of teachers' qualification and strengthen teachers' in-service training.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：G561.2

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 李英;陳時見;;新西蘭初任教師入職教育的實施策略與基本經(jīng)驗[J];比較教育研究;2011年11期

2 李英;;新西蘭中小學(xué)新教師“入職指導(dǎo)計劃”述評[J];外國教育研究;2012年05期

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本文編號：2287729