六年制农村小学教师培养模式:背景、特质及构建策略

发布时间：2018-05-26 10:41

本文选题：六年制本科 + 农村小学教师　；参考：《大学教育科学》2015年02期

【摘要】：我国小学教师教育历经一个多世纪的风雨沧桑,成就了百年辉煌。然而,在小学教师教育转型过程中,出现了生源质量普遍下降、师范性日益削弱、学生可塑性欠缺、毕业生不愿下基层等弊端。为此,湖南省率先启动了六年制本科农村小学教师公费定向培养计划。六年制本科作为一种全新的培养体制,具有入学条件严、学制设置长、学生年龄小、学历层次高和优惠政策多等特质和优势。其构建策略是:明确"一专多能"的培养目标,设置"六年一贯"的课程方案,培养"服务农村"的专业情意,实施"自主发展"的评价机制,创新"二四分段"的管理模式。
[Abstract]:After more than a century of vicissitudes of wind and rain, primary school teacher education in China has achieved a century of brilliance. However, in the course of the transformation of primary school teachers' education, the quality of students has generally declined, the teachers' nature has been weakened day by day, the students' plasticity is lacking, and the graduates are unwilling to go down to the basic level, and so on. To this end, Hunan Province took the lead in launching a six-year undergraduate rural primary school teachers public-oriented training program. As a new training system, the six-year undergraduate course has the characteristics and advantages of strict entrance conditions, long academic system, small age, high educational level and many preferential policies. Its construction strategy is: make clear the training goal of "one specialty and many abilities", set up the course scheme of "six years consistent", cultivate the professional feeling of "serving the countryside", carry out the evaluation mechanism of "independent development", and innovate the management mode of "two or four sections".
【作者单位】：湖南第一师范学院;
【基金】：教育部人文社会科学研究规划基金2012年度一般项目“六年制本科农村小学教师培养的理论与实践研究”(12YJA880064);教育部人文社会科学研究规划基金2013年度一般项目“初等教育学学科体系构建研究”(13YJA880087)
【分类号】：G625.1

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