20世纪下半叶美国教师教育改革研究

发布时间：2018-03-03 01:21

本文选题：教师教育　切入点：大学化　出处：《河南大学》2013年硕士论文　论文类型：学位论文

【摘要】：本研究是教育部人文社科项目“外国教师教育发展史研究”（课题编号：09YJA88003）子课题之一。迄今为止，美国教师教育的制度化经历了200多年的历程。然而，受国际竞争、经济全球化以及教师专业化运动的影响，第二次世界大战后50余年间美国的教师教育改革对国际教师教育发展影响更为深远，也更加值得关注和分析。本研究以20世纪下半叶为时间范围，以宏观的教师教育机构转型、政府和专业组织的角色作用，以中观的教师教育模式改革和质量保障体系的发展以及以微观的教师教育课程改革三个维度全方位深层次洞察美国教师教育发展过程中的基本问题，探寻其特殊性并发掘其普遍意义，以期对当前我国的教师教育改革有所借鉴。本文由绪论、正文和结语三部分组成，正文共分为四个部分：第一部分主要从宏观上介绍了20世纪下半叶美国教师教育大学化的历程，，洞察其中蕴含的学术传统，了解其变革的原因，以及此过程中美国联邦政府与教师教育专业委员会对教师教育变革的作用。第二部分主要研究中观改革即以教师进入工作岗位为分界点探讨20世纪下半叶美国职前教师教育模式的发展、入职教师教育模式的变革、在职教师教育的发展，同时从教师专业组织的视角透视20世纪下半叶美国教师质量保障体系的变革。第三部分主要从学科知识理性、专业实践理性、社会价值理性三个部分，微观介绍了20世纪下半叶美国教师教育课程的改革。第四部分主要是对20世纪下半叶美国教师教育改革进行分析，总结其特点以及改革过程中存在的问题。结语部分基于对20世纪下半叶美国教师教育的改革进程中形成的新的富有成效的教师教育理论和实践，反思当前中国教师教育改革的问题。
[Abstract]:This research is one of the subtopics of the Humanities and Social Sciences Project of the Ministry of Education, the History of Foreign teacher Education (subject No.: 09YJA88003). So far, the institutionalization of teacher education in the United States has gone through more than 200 years. However, under the influence of international competition, economic globalization and the movement of teacher specialization, More than 50 years after the second World War, the reform of teacher education in the United States has a more profound impact on the development of international teacher education and deserves more attention and analysis. The role of governments and professional organizations, The basic problems in the process of teacher education development in the United States are explored from the three dimensions of the reform of the meso teacher education model and the development of the quality assurance system, as well as the microcosmic teacher education curriculum reform. Explore its particularity and explore its universal significance, with a view to the current teacher education reform in China. This paper consists of three parts: introduction, text and conclusion. The text is divided into four parts:. The first part mainly introduces the course of American teacher education universitization in the second half of 20th century from the macro perspective, insight into the academic tradition contained therein, and understand the reasons for its transformation. And the role of the federal government and the professional committee of teacher education in the reform of teacher education. The second part mainly studies the development of American pre-service teacher education mode in the second half of 20th century, the reform of induction teacher education model and the development of in-service teacher education. At the same time, from the perspective of teacher professional organization, the second half of 20th century American teacher quality assurance system reform. The third part mainly introduces the reform of American teacher education curriculum in the second half of 20th century from three parts: knowledge rationality, professional practice rationality and social value rationality. The 4th part mainly analyzes the American teacher education reform in the second half of 20th century, summarizes its characteristics and the problems existing in the reform process. The conclusion part is based on the new theory and practice of teacher education formed in the second half of American teacher education reform in 20th century, and reflects on the current problems of teacher education reform in China.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G659.712

【引证文献】