本文選題：美國　切入點(diǎn)：教師教育　出處：《山東師范大學(xué)》2013年碩士論文

【摘要】：教師的質(zhì)量決定著教育的質(zhì)量。培養(yǎng)和建立一支高水平的教師隊(duì)伍是各國不斷追求的目標(biāo)。美國的師范教育在19世紀(jì)形成以來，先后經(jīng)歷了師范學(xué)校、師范學(xué)院、和綜合大學(xué)教育學(xué)院三個歷史時期的發(fā)展。到20世紀(jì)80年代，已形成了一個完全開放的教師培養(yǎng)模式。教師教育改革的重點(diǎn)由重視“量”的增長到重視“質(zhì)”的提高，不斷向教師專業(yè)化方向邁進(jìn)。本文以時間為經(jīng)度，通過對20世紀(jì)80年代以來三個不同歷史時期美國教師教育改革背景和發(fā)展歷程的系統(tǒng)研究，揭示了美國教師教育改革與發(fā)展的軌跡，并試圖對各個時期的改革成果和經(jīng)驗(yàn)進(jìn)行客觀的分析和評價。最后總結(jié)了美國教師教育的發(fā)展趨勢，以期對我國當(dāng)前的教師教育發(fā)展能有所幫助。 本文除緒論外共分為五章： 第一章：對20世紀(jì)80年代以前美國教師教育改革的傳統(tǒng)進(jìn)行了簡單回顧，揭示了美國教師教育一百多年改革和發(fā)展的成果。 第二章：從改革的背景、歷程及成效三個方面介紹了美國80年代的教師教育改革狀況。主要分析了里根政府的改革政策和卡內(nèi)基小組及霍姆斯小組對教師教育改革的建議，，并對改革的成效進(jìn)行了總結(jié)。 第三章：分析了美國90年代的教師教育出現(xiàn)的新問題以及老布什、克林頓兩屆政府的教育政策，重點(diǎn)論述了全美教學(xué)與美國未來委員會對教師教育改革的建議，并對90年代教師教育改革取得的成功經(jīng)驗(yàn)進(jìn)行了總結(jié)。 第四章：針對21世紀(jì)以來美國教育的新情況，主要研究了布什政府和奧巴馬政府對于教師教育改革的政策和措施，并對改革的成效和特點(diǎn)進(jìn)行了簡單的總結(jié)和客觀的評價。 第五章：分為兩個部分，第一部分分析了20世紀(jì)80年代以來美國教師教育改革中存在的問題。主要從兩個方面進(jìn)行研究，一是選擇性教師證書計劃存在的問題，二是教師專業(yè)發(fā)展學(xué)校存在的問題；第二部分對教師教育改革的趨勢進(jìn)行了總結(jié)和預(yù)測。
[Abstract]:The quality of teachers determines the quality of education, training and the establishment of a high level of teachers is the constant pursuit of the goal of all countries. Since the formation of normal education in the United States in nineteenth Century, has experienced a normal school, normal school, University College of education and comprehensive development of three historical periods. By 1980s, it has formed a completely open teacher training mode. The focus of teacher education reform from the importance of the growth of "quantity" to pay attention to the improvement of "quality" and continue to move to teachers' professional orientation. This paper takes time as the longitude, through three different historical periods of American teacher education reform background and development of the system research since 1980s, reveals American teacher education reform and development, and tries to analyze and evaluate the results of the reform and experience of each period. Finally summed up the American teachers The development trend of education is expected to help the current development of teachers' Education in China.
In addition to the introduction, this article is divided into five chapters.
Chapter one: a brief review of the tradition of teacher education reform before 1980s, revealing the achievements of reform and development of American Teacher Education in the past more than 100 years.
The second chapter: from the background of the reform, the three aspects of development and achievements of the reform of Teacher Education in the United States in 80s. The main analysis of the team that Reagan government's reform policy and the Carnegie and Holmes group on the reform of teacher education, and the effectiveness of the reform are summarized.
The third chapter analyzes the new problems of Teacher Education in the United States in 90s and the Bush, Clinton two government education policy, focus on the future teaching and suggest that all committee of the United States on the reform of teacher education, and the successful experience of the 90s reform of teacher education are summarized.
The fourth chapter: Aiming at the new situation of American education since twenty-first Century, we mainly studied the policies and measures of Bush administration and Obama government for teacher education reform, and made a brief summary and objective evaluation of the effectiveness and characteristics of the reform.
The fifth chapter is divided into two parts, the first part analyzes the American teacher education reform since 1980s. Mainly from two aspects, one is the existence of alternative teacher certification program, two is the professional development of teachers of the school; the second part of the trend of teacher education reform and summarizes the forecast.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G659.712

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 李敏;美國教育政策問題研究[D];華東師范大學(xué);2006年

本文編號：1728842