关于新西兰教师教育发展与改革的研究
发布时间：2018-10-22 16:45
【摘要】： 新西兰拥有完善的教育体制和一流的教学质量,其教育体制被视为世界上最好的教育体制之一。百年大计,教育为本;教育大计,教师为本。教师队伍的质量关系到国家教育的发展,各国都把师资队伍建设视为教育事业发展的关键。新西兰政府十分重视教师的培养,特别是《1989年教育法》颁布后,政府加大力度对教师教育进行改革并取得了显著的效果。尽管由于文化传统、政治、经济等方面的不同,新西兰的教师教育模式与我国的教师教育模式存在差异,但其一些成功作法仍可为我国的教师教育改革提供有益的借鉴。 本文除绪论和结语外,共分为三个部分。第一部分从新西兰教师教育机构百余年来的变迁着手,对新西兰教师教育的发展历程作了比较全面的梳理。主要分为三个时期,即师范学校时期,培训学院与教师学院时期、独立教育学院与综合大学的教育学院时期,由此回顾新西兰教师教育的发展。第二部分为本文的重要章节,主要阐述了90年代以来新西兰教师教育的改革举措。首先,简单介绍了教师教育改革的动力。其次,详细阐明改革的主要举措,包括职前教师教育改革的深化;新教师入职指导制度的建立;持续专业化发展观念的形成等方面。第三部分分析概括了新西兰教师教育的特点,如灵活的“分权型”管理体制、严格的教师注册机制、充足的教师培训经费、完善的质量保障体系等。最后借鉴新西兰教师教育改革的成功经验,结合我国的现实情况,从中得出我国应该打破教师资格终身制;加强教师在职培训等启示。
[Abstract]:New Zealand has a perfect education system and first-class teaching quality, and its education system is regarded as one of the best in the world. A hundred-year plan is based on education; a great plan of education is based on teachers. The quality of teachers is related to the development of national education, and the construction of teachers is regarded as the key to the development of education. The Government of New Zealand attaches great importance to the training of teachers, especially after the promulgation of the Education Act of 1989, the Government has strengthened its efforts to reform the education of teachers and has achieved remarkable results. Although there are differences between New Zealand and China in terms of cultural tradition, politics and economy, some successful approaches can provide useful reference for the reform of teacher education in our country. In addition to the introduction and conclusion, this article is divided into three parts. The first part starts with the change of New Zealand teacher education institution over the past hundred years, and makes a comparatively comprehensive combing of the development course of New Zealand teacher education. It is divided into three periods, namely, the period of normal school, the period of training college and teacher college, the period of independent college of education and the period of education college of comprehensive university, so the development of New Zealand's teacher education is reviewed. The second part is the important chapter of this paper, mainly elaborated the New Zealand teacher education reform measures since 1990's. First of all, it introduces the motive force of teacher education reform. Secondly, the main measures of the reform, including the deepening of the pre-service teacher education reform, the establishment of the new teacher induction guidance system, the formation of the concept of sustainable professional development, etc. The third part summarizes the characteristics of New Zealand teacher education, such as flexible "decentralized" management system, strict teacher registration mechanism, adequate teacher training funds, perfect quality assurance system and so on. Finally, drawing lessons from the successful experience of New Zealand's teacher education reform and combining with the reality of our country, it is concluded that our country should break the lifelong system of teachers' qualification and strengthen teachers' in-service training.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G561.2
本文编号：2287729
[Abstract]:New Zealand has a perfect education system and first-class teaching quality, and its education system is regarded as one of the best in the world. A hundred-year plan is based on education; a great plan of education is based on teachers. The quality of teachers is related to the development of national education, and the construction of teachers is regarded as the key to the development of education. The Government of New Zealand attaches great importance to the training of teachers, especially after the promulgation of the Education Act of 1989, the Government has strengthened its efforts to reform the education of teachers and has achieved remarkable results. Although there are differences between New Zealand and China in terms of cultural tradition, politics and economy, some successful approaches can provide useful reference for the reform of teacher education in our country. In addition to the introduction and conclusion, this article is divided into three parts. The first part starts with the change of New Zealand teacher education institution over the past hundred years, and makes a comparatively comprehensive combing of the development course of New Zealand teacher education. It is divided into three periods, namely, the period of normal school, the period of training college and teacher college, the period of independent college of education and the period of education college of comprehensive university, so the development of New Zealand's teacher education is reviewed. The second part is the important chapter of this paper, mainly elaborated the New Zealand teacher education reform measures since 1990's. First of all, it introduces the motive force of teacher education reform. Secondly, the main measures of the reform, including the deepening of the pre-service teacher education reform, the establishment of the new teacher induction guidance system, the formation of the concept of sustainable professional development, etc. The third part summarizes the characteristics of New Zealand teacher education, such as flexible "decentralized" management system, strict teacher registration mechanism, adequate teacher training funds, perfect quality assurance system and so on. Finally, drawing lessons from the successful experience of New Zealand's teacher education reform and combining with the reality of our country, it is concluded that our country should break the lifelong system of teachers' qualification and strengthen teachers' in-service training.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G561.2
【引证文献】
相关期刊论文 前2条
1 李英;陈时见;;新西兰初任教师入职教育的实施策略与基本经验[J];比较教育研究;2011年11期
2 李英;;新西兰中小学新教师“入职指导计划”述评[J];外国教育研究;2012年05期
，本文编号：2287729
本文链接：https://www.wllwen.com/jiaoyulunwen/jsxd/2287729.html
