法国小学全科教师培养制度及其对我国的启示

发布时间：2018-06-02 10:26

本文选题：法国 + 小学全科教师　；参考：《鲁东大学》2017年硕士论文

【摘要】：法国教师培养的历史悠久,是世界范围内较早进行师范教育的国家之一。20世纪以前,法国小学教师地位相对较低,且对其培养并未得到充分的重视。随着法国经济社会的发展,逐渐开始重视小学教育的发展,从而使得法国小学教师的培养得到重视。法国对小学教师采取全科式的培养方式。近二十年来,法国小学教师培养制度如下几次变革:1989年确立了教师教育大学院(IUFM)的培养制度;2005年法国将教师教育大学院(IUFM)作为独立学院并入到综合大学,对小学教师进行大学化的培养制度;2013年确立了高等教师教育学院(ESPE)的培养制度,对小学教师进行硕士化的培养。目前,法国高等教师教育学院(ESPE)担任着培养法国小学全科教师的重任。法国小学全科教师培养制度相对完善与成熟。本研究主要对法国小学全科教师培养制度进行分析,着重研究其实施,主要包括实施机构、培养目标、修业年限、课程学习、教育实习、考核评价五部分。通过分析也可看出,成为法国小学全科教师的需要经过苛刻的选拔,但获得正式小学教师身份后,其社会认可度、地位、待遇都会得到很大程度的提升。同样,法国小学全科教师的培养制度也是严格与细致的。完善的法国小学全科教师培养制度促进了法国小学教师的专业化发展,同时也促进了法国小学教师综合素质和教育教学能力的提高,推动了法国基础教育的发展。随着社会政治经济的发展,需要有良好的教育与其相适应,而提升师资队伍水平恰恰是提高教育质量的关键。从我国教育部于2014年出台的《关于实施卓越教师培养计划的意见》中可以看出,培养小学全科教师已经得到了国家的高度重视,未来小学教师的培养也将向全科方向发展。目前,小学全科教师培养受到各地教育行政部门、师范院校、一线学校以及研究学者的关注。我国也在积极探索建立合理的小学全科教师培养制度。借鉴、学习法国小学全科教师培养制度优点,并结合我国国情,提出适合我国的小学全科教师培养制度,即建立“三主一辅多能”的培养制度,同时构建区域协同联合培养的共同体。
[Abstract]:The training of teachers in France has a long history. It is one of the countries that carried out teacher education earlier in the world. Before the 20th century, the status of teachers in primary schools in France was relatively low, and the training of teachers was not paid enough attention to. With the development of economy and society in France, the development of primary school education has been paid more and more attention, so that the training of primary school teachers in France has been paid more attention. In France, primary school teachers are trained in a general-course way. In the past two decades, the French primary school teacher training system has changed as follows: in 1989, the training system of IUFM was established; in 2005, France incorporated IUFM as an independent college into the comprehensive university. In 2013, the training system of ESPE was established, and the master's training of primary school teachers was established. At present, the French Institute of higher teacher Education (ESPE) plays an important role in the training of French primary school teachers. The training system of general-subject teachers in primary schools in France is relatively perfect and mature. This study mainly analyzes the training system of the general knowledge teachers in primary schools in France, focusing on its implementation, including the implementation of institutions, training objectives, years of study, curriculum learning, education practice, assessment and evaluation of five parts. Through the analysis, we can also see that the need to become a general subject teacher in primary schools in France needs harsh selection, but after obtaining the formal status of primary school teachers, their social recognition, status and treatment will be greatly improved. Similarly, the training system of French elementary school general-subject teacher is also strict and meticulous. The perfect training system of French elementary school teachers has promoted the professional development of French primary school teachers, at the same time it has also promoted the improvement of the comprehensive quality and teaching ability of French primary school teachers, and promoted the development of basic education in France. With the development of social politics and economy, it is necessary to have good education to adapt to it, and to raise the level of teachers is the key to improve the quality of education. It can be seen from the opinions on the implementation of the excellent teacher training Plan issued by China's Ministry of Education in 2014 that the training of general subject teachers in primary schools has been highly valued by the country, and the training of teachers in primary schools in the future will also develop towards the direction of general subject. At present, the training of general-subject teachers in primary schools has been concerned by educational administrations, teachers colleges, first-line schools and research scholars. China is also actively exploring the establishment of a reasonable primary school teacher training system. Learning from the advantages of the general subject teacher training system in primary schools in France, and combining the national conditions of our country, this paper puts forward a training system suitable for our country, that is, to establish a training system of "three masters, one assistant and many abilities". At the same time, the community of regional co-culture is constructed.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G625.1

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