发达国家学士后教师教育及对我国的启示  

Post-baccalaureate Teacher Education in Developed Countries and Its Implications to China

作　　者：徐今雅[1] 

机构地区：[1]浙江师范大学研究生学院,浙江金华321004

出　　处：《浙江师范大学学报（社会科学版）》2008年第3期75-78,共4页Journal of Zhejiang Normal University(Social Sciences)

摘　　要：发达国家如美、英、法、日等国开展学士后教师教育较早,并积累了各自的经验,其共同特点是:教育目标的专业性、教育内容的实践性、教育模式的多样性和教育过程的协作性。发达国家开展学士后教师教育的经验对我国有如下启示:建立开放式的学士后教师教育体系;明确学士后教师教育的专业化目标;强化教学实践研究环节;构建多元化的学士后教师教育模式。Post-baccalaureate teacher education has been practiced for a long time in such developed countries as America, Britain, France and Japan. While each of these countries has its own history and experience in this field, there are some common features therein, i. e. , professional objectives, practical contents, diversified patterns, and collaborative process. To China＇ s post-baccalaureate teacher education, these countries＇ experience implies the necessity of building an open system, defining more professional objectives, emphasizing the research on practical teaching, and constructing diversified patterns.

关 键 词：学士后教师教育 教师教育模式 教师教育专业化 

分 类 号：G650[文化科学—教育学]