本文選題：教師教育 + 韓國　； 參考：《揚州大學(xué)》2007年碩士論文

【摘要】： 重視和加強教師教育研究是我國教育改革、創(chuàng)新、重建的客觀要求。中韓兩國屬于東方文化圈,地緣文化相近,教師教育發(fā)展軌跡大致相同,具有比較研究的價值。 韓國在1990年開始了高等教育大眾化的歷程,20世紀(jì)80年代以來推行的教師教育改革也已取得了成果,以法律的形式建立起一套獨特的招生制度、標(biāo)準(zhǔn)化的課程結(jié)構(gòu)、嚴(yán)格的教師資格證書制度、公平和多樣化的教師任用制度,以及對教師教育機構(gòu)的國家評估制度,使教師專業(yè)化成為可能。韓國教師教育自身特色明顯,結(jié)構(gòu)完善,韓國經(jīng)驗對于研究我國大眾化背景下的教師教育有較強的參考價值和借鑒作用。 在人才培養(yǎng)方面,中韓兩國都要求培養(yǎng)適應(yīng)社會需要的合格教師。在中國,教師的政治素質(zhì)是衡量教師的首要因素,韓國則是一個注重國民品質(zhì)的國家,強調(diào)學(xué)生樹立教師信念和理想。在課程設(shè)置方面,中韓兩國都十分關(guān)注“準(zhǔn)教師”的綜合素質(zhì)和專業(yè)技能。但相對而言,中國的教師教育偏重于“學(xué)術(shù)性”,韓國的教師教育偏重于“師范性”。 在教師的在職培訓(xùn)方面,兩國都曾經(jīng)把學(xué)歷達標(biāo)作為重要的內(nèi)容,校本培訓(xùn)因其針對性、開放性、主體性和經(jīng)濟性的特點得到了中韓兩國的青睞。中國的教師在職教育指令性較強,強調(diào)全員教育,規(guī)定所有教師必須參加,5年為一個周期。韓國更注重終身教育,并為此提供廣闊的發(fā)展平臺,尊重個人的發(fā)展。 在招生制度方面,韓國增加了面試和教育能力傾向測驗,了解學(xué)生是否具備教師素質(zhì)和教師職業(yè)觀。在教師資格認(rèn)證制度方面,中國采用免試與考試相結(jié)合的辦法,而韓國采用“全國教師資格考試制度”。在教師任用制度方面,中國采取聘任制,新教師有一年的試用期;韓國采用公開招聘制,沒有試用期。在教師教育質(zhì)量監(jiān)控制度方面,中國在2005年才提出對教師教育的質(zhì)量監(jiān)控要求,目前還在探索階段;韓國政府于1997年頒布了針對各種類型教育機構(gòu)的國家評價計劃,目前第二輪評價正在進行當(dāng)中。 韓國教師教育自成體系,保持了一定的獨立性;教師職后培訓(xùn)得到重視,促進教師教育一體化;與教師和教師教育相關(guān)的管理制度較為完善等,這些都是值得我們學(xué)習(xí)和借鑒的經(jīng)驗。中國教師教育必須堅持構(gòu)建以獨立的教師教育院校為主體,綜合性大學(xué)積極參與的教師教育體系;改革招生就業(yè)制度,構(gòu)建優(yōu)質(zhì)的準(zhǔn)教師隊伍;積極探索評估機制,完善教師資格認(rèn)證制度,把好教師教育質(zhì)量關(guān);鼓勵教師教育創(chuàng)新,探索培養(yǎng)新模式和管理新模式;關(guān)注農(nóng)村教師教育,推進農(nóng)村基礎(chǔ)教育發(fā)展。這是韓國教師教育帶給我們的反思。
[Abstract]:Attaching importance to and strengthening the research of teacher education is the objective requirement of educational reform, innovation and reconstruction in China. China and South Korea belong to the oriental culture circle, the geographical culture is similar, the teacher education development track is roughly the same, has the comparative research value. South Korea began the process of popularizing higher education in 1990. The reform of teacher education carried out since the 1980s has also achieved results. In the form of law, it has set up a unique enrollment system and standardized curriculum structure. The strict system of teacher qualification certificate, fair and diversified teacher appointment system, and the national evaluation system of teacher education institutions make the professionalization of teachers possible. Korean teacher education has its own characteristics and perfect structure. The Korean experience has a strong reference value and reference value for the study of teacher education under the background of popularization of our country. In terms of personnel training, both China and South Korea require the training of qualified teachers to meet the needs of society. In China, the political quality of teachers is the primary factor to measure teachers, while South Korea is a country that pays attention to the national quality, emphasizing students to set up teachers' beliefs and ideals. In the curriculum, both China and South Korea pay close attention to the comprehensive qualities and professional skills of prospective teachers. But comparatively speaking, the teacher education in China is more academic than that in Korea. In the field of in-service training of teachers, both countries used to regard academic qualifications as an important content. School-based training has been favored by China and South Korea for its characteristics of pertinence, openness, subjectivity and economy. Teachers' in-service education in China is mandatory, emphasizing full education and requiring all teachers to participate in a 5-year cycle. South Korea pays more attention to lifelong education and provides a broad development platform for respect for individual development. In terms of enrollment system, interviews and educational aptitude tests have been added to find out whether students possess teachers' qualities and teachers' professional outlook. In the aspect of teacher qualification certification system, China adopts the method of combining exam exemption with examination, while Korea adopts "National teacher qualification examination system". In terms of teacher appointment system, China adopts the appointment system, new teachers have a one-year probation period, and South Korea adopts an open recruitment system, with no probationary period. With regard to the quality control system for teacher education, China only put forward the quality control requirements for teacher education in 2005 and is still in the exploratory stage. In 1997, the Korean government promulgated a national evaluation plan for various types of educational institutions. The second round of evaluation is currently under way. Korean teacher education has its own system and maintains its independence; teachers' post-service training has been paid attention to and promoted the integration of teacher education; the management system related to teachers' and teachers' education is relatively perfect, and so on. These are the experiences we should learn and learn from. Teachers' education in China must persist in building a teacher education system with independent teacher education colleges as the main body and active participation of comprehensive universities, reform the enrollment and employment system, construct a high-quality contingent of prospective teachers, and actively explore the evaluation mechanism. To perfect the system of teacher qualification certification, to improve the quality of teacher education, to encourage the innovation of teacher education, to explore the new mode of cultivation and management, to pay close attention to the education of rural teachers and to promote the development of rural basic education. This is the Korean teacher education to bring us reflection.
【學(xué)位授予單位】：揚州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G531.26

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