教师教育衔接的理论与机制研究

发布时间：2018-01-05 23:28

本文关键词：教师教育衔接的理论与机制研究　出处：《曲阜师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：当前,世界教师教育整体化发展趋势已经相当明显。世界各国在教师教育衔接机制的构建方面都进行了有力的探索,我国也不例外。在实施《国家中长期教育改革和发展规划纲要(2010-2020年)》(以下简称《教育规划纲要》)的大背景下,我们必须努力把握时代机遇,必须根据我国实际情况,在借鉴我国已有经验和他国相关先进成功经验的基础上,推进教师教育衔接机制构建。然而,目前,我国教师教育的职前培养、入职教育和职后培训这三个阶段仍然处于相互脱节、相互分离、各自为政、各司其职、各负其责的状态。加强教师教育各个阶段的联系和沟通,建立教师教育各个阶段相互联系、相互衔接、相互关联、相互贯通、连贯一致的、可持续的教师教育,有利于促进教师教育的良性发展,促进教师专业发展,进而促进整个教育的发展。本文运用比较研究法和文献研究法进行研究,在对国内外相关的成功经验进行介绍的基础上进行了有关探讨。本文内容包括六部分。第一部分介绍了本文的选题缘由、相关研究现状、核心概念界定、主要研究方法。第二部分主要分析了教师教育衔接的必要性。第三部分主要介绍了教师教育衔接的相关理论基础。第四部分主要介绍了国外的教师教育衔接机制。首先,介绍了美国、英国、日本等国家在教师教育衔接方面的典型做法。其次,对这些各具特色的教师教育衔接机制进行了总结和反思,以便我国有选择的借鉴这些成功经验,并结合国情进行创新,构建具有我国特色的教师教育衔接机制。第五部分主要介绍了我国教师教育衔接的现状和存在的问题。首先,介绍了我国华东师范大学、西华师范大学、首都师范大学和东北师范大学等高校在教师教育衔接方面的相关经验。即：华东师范大学的“合并模式”、西华师范大学的“联合模式”、首都师范大学的“教师发展学校模式”以及东北师范大学的“教师教育创新实验区模式”。其次,对我国教师教育衔接方面存在的问题进行研究。目前,我国教师教育衔接方面存在的问题主要表现为：教师教育机构合作方面存在的问题、教师教育师资互动方面存在的问题、教师教育内容衔接方面存在的问题以及教师教育衔接的法律制度保障方面存在的问题。第六部分针对我国教师教育衔接方面存在的主要问题,笔者对我国教师教育衔接提出建议,构建了我国教师教育衔接机制。主要包括：教师教育的机构整合机制、教师教育的师资互动机制、教师教育的内容衔接机制、教师教育衔接的法律保障机制以及教师教育衔接的国际经验借鉴及审慎改革。
[Abstract]:At present, the trend of the integrated development of teacher education in the world has been quite obvious. Countries all over the world have made a strong exploration in the construction of teacher education convergence mechanism. China is no exception. Under the background of implementing the outline of the National medium and long term Education Reform and Development Program 2010-2020 (hereinafter referred to as "the outline of the Education Plan"). We must make great efforts to grasp the opportunity of the times, and according to the actual situation of our country, we must promote the construction of the linking mechanism of teacher education on the basis of drawing lessons from the existing experience of our country and the relevant advanced successful experience of other countries. However, at present, the three stages of teacher education in our country, such as pre-service training, induction education and post-service training, are still in the process of being separated from each other. Strengthen the contact and communication of each stage of teacher education, establish each stage of teacher education to connect with each other, connect with each other, connect with each other, link up with each other, and make the teacher education consistent and sustainable. It is beneficial to promote the benign development of teacher education, promote the professional development of teachers, and then promote the development of the whole education. In this paper, comparative research and literature research are used to study the relevant successful experiences at home and abroad. The content of this paper includes six parts. The first part introduces the reason of this paper, the current situation of related research, and the definition of core concepts. The second part mainly analyzes the necessity of teacher education cohesion. The third part mainly introduces the relevant theoretical basis of teacher education cohesion. Part 4th mainly introduces the foreign teacher education cohesion mechanism. First. Introduced the United States, Britain, Japan and other countries in teacher education convergence typical practices. Secondly, these characteristics of teacher education convergence mechanism are summarized and reflected. So that our country has a choice to learn from these successful experiences, and combined with the national conditions for innovation. Part 5th mainly introduces the current situation and existing problems of teacher education cohesion in China. Firstly, it introduces the East China normal University and West China normal University. Capital normal University and Northeast normal University and other colleges and universities in teacher education convergence experience, namely: East China normal University's "merger mode", Xihua normal University's "joint mode". The "teacher Development School Model" of Capital normal University and the "Experimental Zone Model of teacher Education Innovation" of Northeast normal University. Secondly, the problems existing in the connection of teacher education in China are studied. The problems in the connection of teacher education in our country are mainly as follows: the problems in the cooperation of teacher education institutions and the problems in teachers' interaction in teacher education. The problems in the connection of the contents of teacher education and the guarantee of the legal system of the convergence of teacher education. Part 6th aims at the main problems in the connection of teacher education in our country. The author puts forward some suggestions on the convergence of teacher education in our country, and constructs the convergence mechanism of teacher education in China, which mainly includes: the institutional integration mechanism of teacher education and the teacher interaction mechanism of teacher education. The content convergence mechanism of teacher education, the legal guarantee mechanism of teacher education convergence, the international experience of teacher education convergence and the prudent reform.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G650

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