基于PDS的教師教育模式改革研究
發(fā)布時間：2018-09-14 17:50
【摘要】：隨著經濟全球化浪潮和信息革命風暴席卷世界,社會發(fā)展對所需人才要求不斷提高,作為人才培養(yǎng)直接責任者的教師被賦予了更加深邃的內涵與責任,世界教師教育改革圍繞著如何以最優(yōu)的方式實現(xiàn)“教師專業(yè)化”這個核心不斷地進行著探索與實驗。新時期,全球教師教育的變革路向總體上呈現(xiàn)出一體化、開放化、合作化等趨勢。在全新的教師教育的語境中,面對著國際形勢和社會環(huán)境的巨變,我國基礎教育對未來師資的要求提出了更為深遠的要求。 PDS模式作為實現(xiàn)大學與中小學合作,在實踐中實現(xiàn)教師教育職前、入職、職后一體的優(yōu)秀典范成為世界教師教育模式中一朵瑰麗的奇葩,成為世界各國教師教育模式改革學習與借鑒的范型,但是“借鑒什么,如何借鑒”卻依然困擾著我們。本研究從分析、探尋PDS的產生背景、理論基礎、特征入手,梳理、分析我國借鑒美國PDS模式所進行的本土化教師教育改革嘗試,從中分析、研究我國基于PDS模式的教師教育模式改革獲得的經驗、取得的成果以及尚需進一步思考與改進的問題,以期從借鑒PDS模式的視域來思考、研究我國教師教育模式改革的可能性等問題。 本研究共五個章節(jié)。第一章主要從問題的提出出發(fā),對整個研究的內容、方法、以及主要概念的解釋等作了詳細的陳述。第二章主要從概念、產生背景、理論基礎、特征等方面對PDS模式進行詳細的介紹與分析。第三章從梳理、總結我國借鑒PDS模式所走過的教師教育模式改革的歷程,以首都師范大學教師發(fā)展學校為主要范型詳細分析、研究其十年實驗的經驗與成果。第四章從發(fā)現(xiàn)中國傳統(tǒng)文化在教師發(fā)展學校中體現(xiàn)的視域,對其發(fā)展理路與主要精神進行分析。第五章從筆者對中國借鑒PDS模式進行教師教育模式改革的尚有的一些思考出發(fā),對其中的一些問題進行闡發(fā)。
[Abstract]:With the tide of economic globalization and the storm of information revolution sweeping the world, the demand of social development for qualified personnel is constantly increasing. Teachers who are directly responsible for the training of qualified personnel are given more profound connotation and responsibility. The reform of world teacher education revolves around how to achieve the core of "teacher specialization" in an optimal way. In the new era, the global trend of teacher education reform is to be integrated, open and cooperative. In the new context of teacher education, facing the great changes in the international situation and social environment, China's basic education has put forward far-reaching requirements for future teachers.
PDS model, as a good example of realizing cooperation between universities and primary and secondary schools, realizing pre-service, post-service and post-service integration of Teacher Education in practice, has become a magnificent flower in the world's teacher education model, and has become a paradigm of learning and reference in the reform of teacher education model all over the world. This research starts with analyzing and exploring the background, theoretical basis and characteristics of PDS, combing and analyzing the attempt of localized teacher education reform based on American PDS model, from which to analyze and study the experience gained in the reform of teacher education model based on PDS model in China, the achievements achieved and the further thinking and improvement needed. This paper aims to study the possibility of the reform of teacher education model in China from the perspective of PDS model.
This study consists of five chapters. In the first chapter, the contents, methods and explanations of the whole study are described in detail. In the second chapter, the PDS model is introduced and analyzed in detail from the aspects of concept, background, theoretical basis and characteristics. In the fourth chapter, the author analyzes the development theory and main spirit of traditional Chinese culture from the perspective of discovering that Chinese traditional culture is embodied in the school of teacher development. Starting from some thoughts on the reform of China's teacher education model by using the PDS model for reference, this paper elucidates some of the problems.
【學位授予單位】：贛南師范學院
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：G451.1
本文編號：2243436
[Abstract]:With the tide of economic globalization and the storm of information revolution sweeping the world, the demand of social development for qualified personnel is constantly increasing. Teachers who are directly responsible for the training of qualified personnel are given more profound connotation and responsibility. The reform of world teacher education revolves around how to achieve the core of "teacher specialization" in an optimal way. In the new era, the global trend of teacher education reform is to be integrated, open and cooperative. In the new context of teacher education, facing the great changes in the international situation and social environment, China's basic education has put forward far-reaching requirements for future teachers.
PDS model, as a good example of realizing cooperation between universities and primary and secondary schools, realizing pre-service, post-service and post-service integration of Teacher Education in practice, has become a magnificent flower in the world's teacher education model, and has become a paradigm of learning and reference in the reform of teacher education model all over the world. This research starts with analyzing and exploring the background, theoretical basis and characteristics of PDS, combing and analyzing the attempt of localized teacher education reform based on American PDS model, from which to analyze and study the experience gained in the reform of teacher education model based on PDS model in China, the achievements achieved and the further thinking and improvement needed. This paper aims to study the possibility of the reform of teacher education model in China from the perspective of PDS model.
This study consists of five chapters. In the first chapter, the contents, methods and explanations of the whole study are described in detail. In the second chapter, the PDS model is introduced and analyzed in detail from the aspects of concept, background, theoretical basis and characteristics. In the fourth chapter, the author analyzes the development theory and main spirit of traditional Chinese culture from the perspective of discovering that Chinese traditional culture is embodied in the school of teacher development. Starting from some thoughts on the reform of China's teacher education model by using the PDS model for reference, this paper elucidates some of the problems.
【學位授予單位】：贛南師范學院
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：G451.1
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