發(fā)布時間：2018-03-03 01:21

  本文選題：教師教育　切入點：大學化　出處：《河南大學》2013年碩士論文　論文類型：學位論文

【摘要】：本研究是教育部人文社科項目“外國教師教育發(fā)展史研究”（課題編號：09YJA88003）子課題之一。 迄今為止，美國教師教育的制度化經(jīng)歷了200多年的歷程。然而，受國際競爭、經(jīng)濟全球化以及教師專業(yè)化運動的影響，第二次世界大戰(zhàn)后50余年間美國的教師教育改革對國際教師教育發(fā)展影響更為深遠，也更加值得關(guān)注和分析。本研究以20世紀下半葉為時間范圍，以宏觀的教師教育機構(gòu)轉(zhuǎn)型、政府和專業(yè)組織的角色作用，以中觀的教師教育模式改革和質(zhì)量保障體系的發(fā)展以及以微觀的教師教育課程改革三個維度全方位深層次洞察美國教師教育發(fā)展過程中的基本問題，探尋其特殊性并發(fā)掘其普遍意義，以期對當前我國的教師教育改革有所借鑒。 本文由緒論、正文和結(jié)語三部分組成，正文共分為四個部分： 第一部分主要從宏觀上介紹了20世紀下半葉美國教師教育大學化的歷程，，洞察其中蘊含的學術(shù)傳統(tǒng)，了解其變革的原因，以及此過程中美國聯(lián)邦政府與教師教育專業(yè)委員會對教師教育變革的作用。 第二部分主要研究中觀改革即以教師進入工作崗位為分界點探討20世紀下半葉美國職前教師教育模式的發(fā)展、入職教師教育模式的變革、在職教師教育的發(fā)展，同時從教師專業(yè)組織的視角透視20世紀下半葉美國教師質(zhì)量保障體系的變革。 第三部分主要從學科知識理性、專業(yè)實踐理性、社會價值理性三個部分，微觀介紹了20世紀下半葉美國教師教育課程的改革。 第四部分主要是對20世紀下半葉美國教師教育改革進行分析，總結(jié)其特點以及改革過程中存在的問題。 結(jié)語部分基于對20世紀下半葉美國教師教育的改革進程中形成的新的富有成效的教師教育理論和實踐，反思當前中國教師教育改革的問題。
[Abstract]:This research is one of the subtopics of the Humanities and Social Sciences Project of the Ministry of Education, the History of Foreign teacher Education (subject No.: 09YJA88003). So far, the institutionalization of teacher education in the United States has gone through more than 200 years. However, under the influence of international competition, economic globalization and the movement of teacher specialization, More than 50 years after the second World War, the reform of teacher education in the United States has a more profound impact on the development of international teacher education and deserves more attention and analysis. The role of governments and professional organizations, The basic problems in the process of teacher education development in the United States are explored from the three dimensions of the reform of the meso teacher education model and the development of the quality assurance system, as well as the microcosmic teacher education curriculum reform. Explore its particularity and explore its universal significance, with a view to the current teacher education reform in China. This paper consists of three parts: introduction, text and conclusion. The text is divided into four parts:. The first part mainly introduces the course of American teacher education universitization in the second half of 20th century from the macro perspective, insight into the academic tradition contained therein, and understand the reasons for its transformation. And the role of the federal government and the professional committee of teacher education in the reform of teacher education. The second part mainly studies the development of American pre-service teacher education mode in the second half of 20th century, the reform of induction teacher education model and the development of in-service teacher education. At the same time, from the perspective of teacher professional organization, the second half of 20th century American teacher quality assurance system reform. The third part mainly introduces the reform of American teacher education curriculum in the second half of 20th century from three parts: knowledge rationality, professional practice rationality and social value rationality. The 4th part mainly analyzes the American teacher education reform in the second half of 20th century, summarizes its characteristics and the problems existing in the reform process. The conclusion part is based on the new theory and practice of teacher education formed in the second half of American teacher education reform in 20th century, and reflects on the current problems of teacher education reform in China.
【學位授予單位】：河南大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G659.712

【引證文獻】

相關(guān)博士學位論文 前2條

1 黎志華;教師教育評價研究[D];華東師范大學;2011年

2 譚菲;美國中小學初任教師入職教育研究[D];西南大學;2012年

相關(guān)碩士學位論文 前1條

1 張麗;19世紀美國教師教育發(fā)展研究[D];河南大學;2014年

本文編號：1558951