我国高师院校教师教育模式创新研究

发布时间：2019-06-26 18:32

【摘要】：20世纪90年代以来,伴随着“综合大学+专业化教师教育”、“大学+教育学院”的教师教育模式改革的出现,一直承担着我国教师教育培养的高等师范院校,受到前所未有的挑战,为此高师院校广泛开展了教师教育培养模式理论和实践上的探索和研究。近十余年来,“X+X”的本科分段培养模式和学士后的培养模式逐渐成为高师院校教育改革的主要趋势。前者是在不增加修业年限的基础上、采取完善教学内容、改革教学方式、实施分流培养等措施,进行学士学位教师培养模式的改革；后者则是延长学制、提高学历升级式的硕士学历的培养模式,凸显了新时期教师教育模式创新的特色。鉴于此,本文选择教师教育模式创新为切入点,按照“案例分析→模式创新的动因→模式创新的特征→模式创新的思考”的思路,以高等师范院校为研究对象,以“4+2”、“4+1+2”、“3+3”、“2+2”、“3+1”、“4+0”等模式为案例研究,总结了“X+X”教师教育模式的优势与可行性。在教师教育模式改革的大趋势的影响下,在对案例的梳理分析的过程中,我们得到三点教师教育模式创新的特征：①培养规格与层次的丰富多样性；②学术性与师范性的逐步融合；③理论教学与实践操作的并重,进一步分析了促进教师教育模式创新的依据与动力。本文在分析案例、总结经验的基础上,针对创新动因与特征,从构成教师教育模式的四个要素：理论基础、培养目标、培养过程和创建模式具备的条件等几个方面提出了对创新教师教育模式的思考。笔者认为：教师教育模式创新最核心、最重要的不是在于确定什么最佳的培养模式,而是在于如何培养出高质量、高素质的教师。任何一种模式都有自己的优势和缺陷,一定的模式总是针对一定的问题而建立的。因此,教师教育模式创新最终的目的：顺应当前教师教育发展的趋势,以终身教育思想为指导,针对传统师范教育的弊端,改变传统师范院校课程设置单一,教师来源渠道狭窄的格局,打破师范性与学术性对峙的局面,加强教育理论与实践的结合,强化教育实践环节,优化教师教育课程结构,努力实现教师教育职前培养与职后培训一体化教师教育体系。
[Abstract]:Since the 1990s, with the emergence of the reform of the teacher education mode of "comprehensive university professional teacher education" and "university education college", the normal colleges and universities that have been undertaking the training of teacher education in our country have been subjected to unprecedented challenges. Therefore, normal colleges and universities have carried out extensive exploration and research on the theory and practice of teacher education and training mode. In the past ten years, the segmented training mode of "X" and the training mode after bachelor's degree have gradually become the main trend of educational reform in normal colleges and universities. On the basis of not increasing the number of years of study, the former takes measures such as perfecting the teaching content, reforming the teaching method and carrying out diversion training to carry out the reform of the training mode of bachelor's degree teachers, while the latter is the training mode of extending the academic system and improving the academic qualifications, which highlights the characteristics of the innovation of teacher education mode in the new period. In view of this, this paper selects the innovation of teacher education mode as the starting point, according to the train of thought of "thinking about the characteristics of the innovation of the mode of innovation in the motivation of the innovation of the teacher education mode", takes the normal colleges and universities as the research object, and takes the modes of "42", "42", "31" and "40" as the case studies, and summarizes the advantages and feasibility of the "X" teacher education model. Under the influence of the general trend of teacher education mode reform, in the process of combing and analyzing the cases, we get three characteristics of teacher education mode innovation: (1) the rich diversity of training specifications and levels; (2) the gradual integration of academic and normal nature; (3) the equal emphasis on theoretical teaching and practical operation, and further analyzes the basis and motive force of promoting the innovation of teacher education mode. On the basis of analyzing the case and summing up the experience, aiming at the motivation and characteristics of innovation, this paper puts forward some thoughts on the innovative teacher education mode from four aspects: the theoretical basis, the training goal, the training process and the conditions of the establishment model. The author believes that the most important thing in the innovation of teacher education mode lies not in determining the best training mode, but in how to train high quality and high quality teachers. Any model has its own advantages and disadvantages, and a certain model is always established for certain problems. Therefore, the ultimate purpose of teacher education mode innovation is to conform to the current trend of teacher education development, under the guidance of lifelong education thought, in view of the drawbacks of traditional normal education, to change the pattern of single curriculum setting and narrow source channels in traditional normal colleges and universities, to break the situation of teacher training and academic confrontation, to strengthen the combination of educational theory and practice, to strengthen educational practice links, and to optimize the curriculum structure of teacher education. We should strive to realize the integrated teacher education system of pre-service training and post-service training.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G652

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