本文選題：高師院校 + “整合連貫型”教師　； 參考：《廣西師范學(xué)院》2013年碩士論文

【摘要】：我國新一輪基礎(chǔ)教育課程改革已在全國范圍內(nèi)全面推廣,它對(duì)高等師范教育的沖擊和挑戰(zhàn)是前所未有的,它直接帶來的一個(gè)亟待解決的問題,就是基礎(chǔ)教育對(duì)師資質(zhì)量提出了更高的要求。新課改實(shí)施后,各科、各年級(jí)之間課程隱性的聯(lián)系更強(qiáng),這就要求教師能夠從整體上對(duì)課程進(jìn)行把握,不僅傳授某一學(xué)科,某一年級(jí)的知識(shí),更重要的是要對(duì)整個(gè)基礎(chǔ)教育階段的課程有整體觀,能夠幫助學(xué)生構(gòu)建緊密相連的穩(wěn)固的知識(shí)結(jié)構(gòu)體系。筆者認(rèn)為“整合連貫型”教師是能適應(yīng)基礎(chǔ)教育需要的新型師資�！罢线B貫型”的教師既有深厚扎實(shí)的專業(yè)知識(shí)底蘊(yùn),又能對(duì)連貫性教育實(shí)踐技能的掌握,還具備基礎(chǔ)教育的整體觀,能夠站在宏觀的角度對(duì)教育教學(xué)活動(dòng)進(jìn)行把握,是專業(yè)性非常強(qiáng)的高質(zhì)量師資。然而縱觀我國高等師范院校培養(yǎng)現(xiàn)狀,可以看到在師資培養(yǎng)上仍存在各種弊端,德國、美國等國家在教師培養(yǎng)方面的經(jīng)驗(yàn),可以借鑒以完善我國“整合連貫型”教師的培養(yǎng)。 本文運(yùn)用了文獻(xiàn)法和比較法等研究方法,搜集查閱了大量國內(nèi)外教師培養(yǎng)方面的文獻(xiàn),借鑒了國內(nèi)現(xiàn)有的關(guān)于“整合連貫型”教師培養(yǎng)的研究成果,并結(jié)合美國、德國在教師培養(yǎng)方面的有益經(jīng)驗(yàn)——美國將“微格教學(xué)”應(yīng)用于師范生的培養(yǎng),德國“4.2.2”式教師資格認(rèn)證制度等,提出我國高師院校培養(yǎng)“整合連貫型”教師的對(duì)策：針對(duì)“整合連貫型”教師的內(nèi)涵制定明確的培養(yǎng)目標(biāo)；嚴(yán)格教師資格認(rèn)證標(biāo)準(zhǔn),用分級(jí)化教師資格證書取代終身制教師資格證書；優(yōu)化課程設(shè)置,增加基礎(chǔ)教育理論與實(shí)踐課的比重；重視科研能力的培養(yǎng)。高師院校應(yīng)多管齊下培養(yǎng)“整合連貫型”教師。
[Abstract]:The new round of basic education curriculum reform in our country has been popularized all over the country, and its impact and challenge to higher normal education is unprecedented, which directly brings an urgent problem to be solved. That is, basic education has put forward higher requirements for the quality of teachers. After the implementation of the new curriculum reform, the recessive connection between the various subjects and grades is stronger, which requires teachers to be able to grasp the curriculum as a whole, not only to impart the knowledge of a certain subject, but also to a certain grade. What is more important is to have a holistic view of the curriculum of the whole basic education stage, which can help students to build a solid knowledge structure system which is closely connected with each other. The author believes that "integrated and coherent" teachers are new teachers who can meet the needs of basic education. The teachers of "integration and coherence" not only have deep and solid professional knowledge, but also master the practical skills of coherent education, and also have the holistic view of basic education, and can grasp the educational and teaching activities from a macro perspective. Is a professional very strong high-quality teachers. However, looking at the current situation of teacher training in China, we can see that there are still various drawbacks in teacher training. The experiences of Germany, America and other countries in teacher training can be used for reference to improve the training of "integrated and coherent" teachers in our country. This paper uses literature and comparative methods to collect and consult a large number of literature on teacher training at home and abroad, and draws lessons from existing domestic research results on "integrated and coherent" teacher training, and combines with the United States. Germany's beneficial experience in teacher training-the United States applies "microteaching" to the training of teachers' students, and Germany's "4.2.2" system of teacher qualification certification, and so on. This paper puts forward the countermeasures of cultivating "integrated and coherent" teachers in normal colleges and universities of our country: to formulate clear training objectives for the connotation of "integrated and coherent" teachers, to strictly enforce the standards of teacher qualification certification, To replace the lifelong teacher qualification certificate with graded teacher qualification certificate, to optimize the curriculum setting, to increase the proportion of basic education theory and practice courses, and to attach importance to the cultivation of scientific research ability. Teachers colleges and universities should train "integrated and coherent" teachers in a multi-pronged manner.
【學(xué)位授予單位】：廣西師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G652.4

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