發(fā)布時間：2018-03-06 01:26

  本文選題：澳大利亞　切入點：教師教育課程　出處：《天津師范大學》2012年碩士論文　論文類型：學位論文

【摘要】：教師對社會人才的培養(yǎng)發(fā)揮著不可估量的作用,提高教師質(zhì)量是所有國家應(yīng)優(yōu)先考慮的問題。在我國教師教育大學化的過程中,許多師范院校紛紛重組、升格,一些綜合性大學也建立教育學院,參與教師培養(yǎng)。規(guī)范不同院校教師教育課程,從整體上提高教師培養(yǎng)質(zhì)量,成為我國教師教育大學化亟需解決的問題。在這方面,澳大利亞采取的措施是對教師教育課程實施鑒定——由經(jīng)政府授權(quán)的、獨立于大學之外的第三方鑒定機構(gòu),對教師教育機構(gòu)開設(shè)的各類教師教育課程進行專業(yè)有效性鑒定。20世紀70年代,澳大利亞就開始了州級教師教育課程鑒定,經(jīng)過幾十年的發(fā)展,逐漸形成了自己的特色,并取得了一定的成效,鑒定范圍也逐漸由州級向全國統(tǒng)一擴展。本論文從“洋為中用”的立場出發(fā),較為系統(tǒng)地介紹澳大利亞教師教育課程鑒定發(fā)展的歷程,分析其特點,探討其經(jīng)驗,以期為我國發(fā)展相應(yīng)的課程鑒定提供借鑒。 本論文共分為五個部分。第一部分介紹了研究的緣起和目前國內(nèi)外的相關(guān)研究現(xiàn)狀。第二部分分析了澳大利亞州級教師教育課程鑒定產(chǎn)生和發(fā)展,論文認為州級鑒定的發(fā)展促進了全國性鑒定的產(chǎn)生。第三部分論述了澳大利亞全國教師教育課程鑒定的發(fā)展情況,全國性鑒定的實施機構(gòu)已成立,全國性鑒定標準和全國性鑒定程序均已制定。澳大利亞教師教育課程的全國性鑒定正逐步取代州級鑒定。第四部分闡述了澳大利亞全國教師教育課程鑒定發(fā)展的特點,及其對教師專業(yè)化的意義與面臨的問題。論文認為澳大利亞發(fā)展全國教師教育課程鑒定,可促進教師專業(yè)化。第五部分提出澳大利亞教師教育課程鑒定對我國教師教育改革的啟示。論文認為,要規(guī)范我國教師培養(yǎng)過程,提高教師專業(yè)化的程度,應(yīng)建立外部的專業(yè)質(zhì)量監(jiān)督機構(gòu),并構(gòu)建以績效為基礎(chǔ)的教師教育課程標準,提高教師培養(yǎng)的專業(yè)化程度。
[Abstract]:Teachers play an inestimable role in the cultivation of social talents, and improving the quality of teachers is a priority for all countries. In the process of unifying teacher education in our country, many normal colleges and universities have been restructured and upgraded. Some comprehensive universities have also set up educational colleges, participated in teacher training, standardized teacher education courses in different colleges and universities, and improved the quality of teacher training as a whole, which has become a problem that needs to be solved in the process of unifying teacher education in our country. The measures taken in Australia are the accreditation of teacher education courses-independent of third-party accreditation bodies outside universities, authorized by the Government, In 70s, Australia began to identify the teacher education curriculum at the state level. After decades of development, it gradually formed its own characteristics. And has achieved certain results, the appraisal scope has gradually expanded from the state level to the whole country. This paper, from the standpoint of "using foreign countries as the middle", systematically introduces the development process of Australian teacher education curriculum appraisal, and analyzes its characteristics. This paper discusses its experience in order to provide reference for the development of the corresponding curriculum appraisal in our country. This thesis is divided into five parts. The first part introduces the origin of the research and the current research situation at home and abroad. The second part analyzes the emergence and development of Australian state teacher education curriculum identification. The third part discusses the development of national teacher education curriculum appraisal in Australia. The national appraisal standard and the national appraisal procedure have been formulated. The national appraisal of the Australian teacher education curriculum is gradually replacing the state-level appraisal. Part 4th describes the characteristics of the development of the Australian national teacher education curriculum appraisal. The thesis thinks that Australia should develop the national teacher education curriculum appraisal, In the 5th part, the author puts forward the enlightenment of Australian teacher education curriculum appraisal to the reform of teacher education in China. The paper holds that the process of teacher training should be standardized and the degree of teacher specialization should be improved. It is necessary to establish an external professional quality supervision organization and establish a performance-based curriculum standard for teacher education so as to improve the specialization of teacher training.
【學位授予單位】：天津師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G659.611

【參考文獻】

相關(guān)期刊論文 前10條

1 朱旭東;國外教師教育的專業(yè)化和認可制度[J];比較教育研究;2001年03期

2 趙凌;張偉平;;教師的專業(yè)標準:澳大利亞的實踐與探索[J];比較教育研究;2010年04期

3 趙凌;;澳大利亞的教師教育認證機制解析[J];比較教育研究;2010年09期

4 鄧丹;;澳大利亞教師教育標準化的新發(fā)展——“職前教師教育課程國家認證系統(tǒng)”的構(gòu)建[J];比較教育研究;2011年08期

5 許明;;澳大利亞全國職前教師教育鑒定制度述評[J];福建師范大學學報(哲學社會科學版);2009年05期

6 管培俊;關(guān)于教師教育改革發(fā)展的十個觀點[J];教師教育研究;2004年04期

7 曹劍英;澳大利亞教育淺談[J];外國教育動態(tài);1984年03期

8 曹�？�;澳大利亞霍克政府的經(jīng)濟改革述評[J];世界經(jīng)濟研究;1990年04期

9 王占軍;;高等教育績效評價歷史考察[J];教育理論與實踐;2011年13期

10 劉建銀;于興國;;我國教師教育課程設(shè)置改革的新進展與分析[J];課程.教材.教法;2010年02期

相關(guān)碩士學位論文 前1條

1 陳振隆;澳大利亞教師教育課程的歷史發(fā)展與改革研究[D];福建師范大學;2009年

，

本文編號：1572760