本文選題：澳大利亞　切入點(diǎn)：教師教育課程　出處：《天津師范大學(xué)》2012年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：教師對(duì)社會(huì)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(guó)家應(yīng)優(yōu)先考慮的問(wèn)題。在我國(guó)教師教育大學(xué)化的過(guò)程中,許多師范院校紛紛重組、升格,一些綜合性大學(xué)也建立教育學(xué)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(guó)教師教育大學(xué)化亟需解決的問(wèn)題。在這方面,澳大利亞采取的措施是對(duì)教師教育課程實(shí)施鑒定——由經(jīng)政府授權(quán)的、獨(dú)立于大學(xué)之外的第三方鑒定機(jī)構(gòu),對(duì)教師教育機(jī)構(gòu)開(kāi)設(shè)的各類(lèi)教師教育課程進(jìn)行專(zhuān)業(yè)有效性鑒定。20世紀(jì)70年代,澳大利亞就開(kāi)始了州級(jí)教師教育課程鑒定,經(jīng)過(guò)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(jí)向全國(guó)統(tǒng)一擴(kuò)展。本論文從“洋為中用”的立場(chǎng)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(diǎn),探討其經(jīng)驗(yàn),以期為我國(guó)發(fā)展相應(yīng)的課程鑒定提供借鑒。 本論文共分為五個(gè)部分。第一部分介紹了研究的緣起和目前國(guó)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(jí)教師教育課程鑒定產(chǎn)生和發(fā)展,論文認(rèn)為州級(jí)鑒定的發(fā)展促進(jìn)了全國(guó)性鑒定的產(chǎn)生。第三部分論述了澳大利亞全國(guó)教師教育課程鑒定的發(fā)展情況,全國(guó)性鑒定的實(shí)施機(jī)構(gòu)已成立,全國(guó)性鑒定標(biāo)準(zhǔn)和全國(guó)性鑒定程序均已制定。澳大利亞教師教育課程的全國(guó)性鑒定正逐步取代州級(jí)鑒定。第四部分闡述了澳大利亞全國(guó)教師教育課程鑒定發(fā)展的特點(diǎn),及其對(duì)教師專(zhuān)業(yè)化的意義與面臨的問(wèn)題。論文認(rèn)為澳大利亞發(fā)展全國(guó)教師教育課程鑒定,可促進(jìn)教師專(zhuān)業(yè)化。第五部分提出澳大利亞教師教育課程鑒定對(duì)我國(guó)教師教育改革的啟示。論文認(rèn)為,要規(guī)范我國(guó)教師培養(yǎng)過(guò)程,提高教師專(zhuān)業(yè)化的程度,應(yīng)建立外部的專(zhuān)業(yè)質(zhì)量監(jiān)督機(jī)構(gòu),并構(gòu)建以績(jī)效為基礎(chǔ)的教師教育課程標(biāo)準(zhǔn),提高教師培養(yǎng)的專(zhuān)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(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：G659.611

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