本文關(guān)鍵詞：教師教育銜接的理論與機(jī)制研究　出處：《曲阜師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 教師教育 教師教育銜接 理論與機(jī)制

【摘要】：當(dāng)前,世界教師教育整體化發(fā)展趨勢已經(jīng)相當(dāng)明顯。世界各國在教師教育銜接機(jī)制的構(gòu)建方面都進(jìn)行了有力的探索,我國也不例外。在實(shí)施《國家中長期教育改革和發(fā)展規(guī)劃綱要(2010-2020年)》(以下簡稱《教育規(guī)劃綱要》)的大背景下,我們必須努力把握時(shí)代機(jī)遇,必須根據(jù)我國實(shí)際情況,在借鑒我國已有經(jīng)驗(yàn)和他國相關(guān)先進(jìn)成功經(jīng)驗(yàn)的基礎(chǔ)上,推進(jìn)教師教育銜接機(jī)制構(gòu)建。 然而,目前,我國教師教育的職前培養(yǎng)、入職教育和職后培訓(xùn)這三個階段仍然處于相互脫節(jié)、相互分離、各自為政、各司其職、各負(fù)其責(zé)的狀態(tài)。加強(qiáng)教師教育各個階段的聯(lián)系和溝通,建立教師教育各個階段相互聯(lián)系、相互銜接、相互關(guān)聯(lián)、相互貫通、連貫一致的、可持續(xù)的教師教育,有利于促進(jìn)教師教育的良性發(fā)展,促進(jìn)教師專業(yè)發(fā)展,進(jìn)而促進(jìn)整個教育的發(fā)展。 本文運(yùn)用比較研究法和文獻(xiàn)研究法進(jìn)行研究,在對國內(nèi)外相關(guān)的成功經(jīng)驗(yàn)進(jìn)行介紹的基礎(chǔ)上進(jìn)行了有關(guān)探討。 本文內(nèi)容包括六部分。第一部分介紹了本文的選題緣由、相關(guān)研究現(xiàn)狀、核心概念界定、主要研究方法。第二部分主要分析了教師教育銜接的必要性。第三部分主要介紹了教師教育銜接的相關(guān)理論基礎(chǔ)。第四部分主要介紹了國外的教師教育銜接機(jī)制。首先,介紹了美國、英國、日本等國家在教師教育銜接方面的典型做法。其次,對這些各具特色的教師教育銜接機(jī)制進(jìn)行了總結(jié)和反思,以便我國有選擇的借鑒這些成功經(jīng)驗(yàn),并結(jié)合國情進(jìn)行創(chuàng)新,構(gòu)建具有我國特色的教師教育銜接機(jī)制。第五部分主要介紹了我國教師教育銜接的現(xiàn)狀和存在的問題。首先,介紹了我國華東師范大學(xué)、西華師范大學(xué)、首都師范大學(xué)和東北師范大學(xué)等高校在教師教育銜接方面的相關(guān)經(jīng)驗(yàn)。即：華東師范大學(xué)的“合并模式”、西華師范大學(xué)的“聯(lián)合模式”、首都師范大學(xué)的“教師發(fā)展學(xué)校模式”以及東北師范大學(xué)的“教師教育創(chuàng)新實(shí)驗(yàn)區(qū)模式”。其次,對我國教師教育銜接方面存在的問題進(jìn)行研究。目前,我國教師教育銜接方面存在的問題主要表現(xiàn)為：教師教育機(jī)構(gòu)合作方面存在的問題、教師教育師資互動方面存在的問題、教師教育內(nèi)容銜接方面存在的問題以及教師教育銜接的法律制度保障方面存在的問題。第六部分針對我國教師教育銜接方面存在的主要問題,筆者對我國教師教育銜接提出建議,構(gòu)建了我國教師教育銜接機(jī)制。主要包括：教師教育的機(jī)構(gòu)整合機(jī)制、教師教育的師資互動機(jī)制、教師教育的內(nèi)容銜接機(jī)制、教師教育銜接的法律保障機(jī)制以及教師教育銜接的國際經(jīng)驗(yàn)借鑒及審慎改革。
[Abstract]:At present, the trend of the integrated development of teacher education in the world has been quite obvious. Countries all over the world have made a strong exploration in the construction of teacher education convergence mechanism. China is no exception. Under the background of implementing the outline of the National medium and long term Education Reform and Development Program 2010-2020 (hereinafter referred to as "the outline of the Education Plan"). We must make great efforts to grasp the opportunity of the times, and according to the actual situation of our country, we must promote the construction of the linking mechanism of teacher education on the basis of drawing lessons from the existing experience of our country and the relevant advanced successful experience of other countries. However, at present, the three stages of teacher education in our country, such as pre-service training, induction education and post-service training, are still in the process of being separated from each other. Strengthen the contact and communication of each stage of teacher education, establish each stage of teacher education to connect with each other, connect with each other, connect with each other, link up with each other, and make the teacher education consistent and sustainable. It is beneficial to promote the benign development of teacher education, promote the professional development of teachers, and then promote the development of the whole education. In this paper, comparative research and literature research are used to study the relevant successful experiences at home and abroad. The content of this paper includes six parts. The first part introduces the reason of this paper, the current situation of related research, and the definition of core concepts. The second part mainly analyzes the necessity of teacher education cohesion. The third part mainly introduces the relevant theoretical basis of teacher education cohesion. Part 4th mainly introduces the foreign teacher education cohesion mechanism. First. Introduced the United States, Britain, Japan and other countries in teacher education convergence typical practices. Secondly, these characteristics of teacher education convergence mechanism are summarized and reflected. So that our country has a choice to learn from these successful experiences, and combined with the national conditions for innovation. Part 5th mainly introduces the current situation and existing problems of teacher education cohesion in China. Firstly, it introduces the East China normal University and West China normal University. Capital normal University and Northeast normal University and other colleges and universities in teacher education convergence experience, namely: East China normal University's "merger mode", Xihua normal University's "joint mode". The "teacher Development School Model" of Capital normal University and the "Experimental Zone Model of teacher Education Innovation" of Northeast normal University. Secondly, the problems existing in the connection of teacher education in China are studied. The problems in the connection of teacher education in our country are mainly as follows: the problems in the cooperation of teacher education institutions and the problems in teachers' interaction in teacher education. The problems in the connection of the contents of teacher education and the guarantee of the legal system of the convergence of teacher education. Part 6th aims at the main problems in the connection of teacher education in our country. The author puts forward some suggestions on the convergence of teacher education in our country, and constructs the convergence mechanism of teacher education in China, which mainly includes: the institutional integration mechanism of teacher education and the teacher interaction mechanism of teacher education. The content convergence mechanism of teacher education, the legal guarantee mechanism of teacher education convergence, the international experience of teacher education convergence and the prudent reform.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G650

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 劉曉紅,段作章;中外幾種教育實(shí)習(xí)模式的比較研究[J];比較教育研究;2000年04期

2 田寶軍,王德林;美國專業(yè)發(fā)展學(xué)校(PDS)標(biāo)準(zhǔn)評析[J];比較教育研究;2003年01期

3 洪明;英國教師教育的變革趨勢[J];比較教育研究;2003年04期

4 鄭師渠;論高師院校的轉(zhuǎn)型[J];教師教育研究;2004年01期

5 王長純;教師發(fā)展學(xué)校建設(shè)標(biāo)準(zhǔn)參考綱要[J];教師教育研究;2005年04期

6 謝安邦;教師教育一體化改革的理論探討[J];高等師范教育研究;1997年05期

7 ;關(guān)于建立一體化中學(xué)師資培養(yǎng)體系的構(gòu)想[J];高等師范教育研究;1998年04期

8 程敬寶;適應(yīng)成人教育特點(diǎn),體現(xiàn)繼續(xù)教育性質(zhì),反映回歸教育要求——在職教師教育教育學(xué)課程建設(shè)與教學(xué)改革的系統(tǒng)思考[J];高等師范教育研究;1999年03期

9 劉志文;;廣東教師教育人才培養(yǎng)模式一體化改革的思考[J];高教探索;2009年04期

10 羅筱端;教師教育“大學(xué)-中小學(xué)”一體化探討[J];三峽大學(xué)學(xué)報(bào)(人文社會科學(xué)版);2002年03期

，

本文編號：1385346