韩国的教师教育及中韩教师教育比较研究

发布时间：2018-06-24 00:32

本文选题：教师教育 + 韩国　；参考：《扬州大学》2007年硕士论文

【摘要】： 重视和加强教师教育研究是我国教育改革、创新、重建的客观要求。中韩两国属于东方文化圈,地缘文化相近,教师教育发展轨迹大致相同,具有比较研究的价值。韩国在1990年开始了高等教育大众化的历程,20世纪80年代以来推行的教师教育改革也已取得了成果,以法律的形式建立起一套独特的招生制度、标准化的课程结构、严格的教师资格证书制度、公平和多样化的教师任用制度,以及对教师教育机构的国家评估制度,使教师专业化成为可能。韩国教师教育自身特色明显,结构完善,韩国经验对于研究我国大众化背景下的教师教育有较强的参考价值和借鉴作用。在人才培养方面,中韩两国都要求培养适应社会需要的合格教师。在中国,教师的政治素质是衡量教师的首要因素,韩国则是一个注重国民品质的国家,强调学生树立教师信念和理想。在课程设置方面,中韩两国都十分关注“准教师”的综合素质和专业技能。但相对而言,中国的教师教育偏重于“学术性”,韩国的教师教育偏重于“师范性”。在教师的在职培训方面,两国都曾经把学历达标作为重要的内容,校本培训因其针对性、开放性、主体性和经济性的特点得到了中韩两国的青睐。中国的教师在职教育指令性较强,强调全员教育,规定所有教师必须参加,5年为一个周期。韩国更注重终身教育,并为此提供广阔的发展平台,尊重个人的发展。在招生制度方面,韩国增加了面试和教育能力倾向测验,了解学生是否具备教师素质和教师职业观。在教师资格认证制度方面,中国采用免试与考试相结合的办法,而韩国采用“全国教师资格考试制度”。在教师任用制度方面,中国采取聘任制,新教师有一年的试用期;韩国采用公开招聘制,没有试用期。在教师教育质量监控制度方面,中国在2005年才提出对教师教育的质量监控要求,目前还在探索阶段;韩国政府于1997年颁布了针对各种类型教育机构的国家评价计划,目前第二轮评价正在进行当中。韩国教师教育自成体系,保持了一定的独立性;教师职后培训得到重视,促进教师教育一体化;与教师和教师教育相关的管理制度较为完善等,这些都是值得我们学习和借鉴的经验。中国教师教育必须坚持构建以独立的教师教育院校为主体,综合性大学积极参与的教师教育体系;改革招生就业制度,构建优质的准教师队伍;积极探索评估机制,完善教师资格认证制度,把好教师教育质量关;鼓励教师教育创新,探索培养新模式和管理新模式;关注农村教师教育,推进农村基础教育发展。这是韩国教师教育带给我们的反思。
[Abstract]:Attaching importance to and strengthening the research of teacher education is the objective requirement of educational reform, innovation and reconstruction in China. China and South Korea belong to the oriental culture circle, the geographical culture is similar, the teacher education development track is roughly the same, has the comparative research value. South Korea began the process of popularizing higher education in 1990. The reform of teacher education carried out since the 1980s has also achieved results. In the form of law, it has set up a unique enrollment system and standardized curriculum structure. The strict system of teacher qualification certificate, fair and diversified teacher appointment system, and the national evaluation system of teacher education institutions make the professionalization of teachers possible. Korean teacher education has its own characteristics and perfect structure. The Korean experience has a strong reference value and reference value for the study of teacher education under the background of popularization of our country. In terms of personnel training, both China and South Korea require the training of qualified teachers to meet the needs of society. In China, the political quality of teachers is the primary factor to measure teachers, while South Korea is a country that pays attention to the national quality, emphasizing students to set up teachers' beliefs and ideals. In the curriculum, both China and South Korea pay close attention to the comprehensive qualities and professional skills of prospective teachers. But comparatively speaking, the teacher education in China is more academic than that in Korea. In the field of in-service training of teachers, both countries used to regard academic qualifications as an important content. School-based training has been favored by China and South Korea for its characteristics of pertinence, openness, subjectivity and economy. Teachers' in-service education in China is mandatory, emphasizing full education and requiring all teachers to participate in a 5-year cycle. South Korea pays more attention to lifelong education and provides a broad development platform for respect for individual development. In terms of enrollment system, interviews and educational aptitude tests have been added to find out whether students possess teachers' qualities and teachers' professional outlook. In the aspect of teacher qualification certification system, China adopts the method of combining exam exemption with examination, while Korea adopts "National teacher qualification examination system". In terms of teacher appointment system, China adopts the appointment system, new teachers have a one-year probation period, and South Korea adopts an open recruitment system, with no probationary period. With regard to the quality control system for teacher education, China only put forward the quality control requirements for teacher education in 2005 and is still in the exploratory stage. In 1997, the Korean government promulgated a national evaluation plan for various types of educational institutions. The second round of evaluation is currently under way. Korean teacher education has its own system and maintains its independence; teachers' post-service training has been paid attention to and promoted the integration of teacher education; the management system related to teachers' and teachers' education is relatively perfect, and so on. These are the experiences we should learn and learn from. Teachers' education in China must persist in building a teacher education system with independent teacher education colleges as the main body and active participation of comprehensive universities, reform the enrollment and employment system, construct a high-quality contingent of prospective teachers, and actively explore the evaluation mechanism. To perfect the system of teacher qualification certification, to improve the quality of teacher education, to encourage the innovation of teacher education, to explore the new mode of cultivation and management, to pay close attention to the education of rural teachers and to promote the development of rural basic education. This is the Korean teacher education to bring us reflection.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G531.26

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