荷兰现实主义教师教育实习模式探究  

A Probe into Realistic Model of Teacher Practical Teaching in the Netherlands

作　　者：杨秀玉[1] 

机构地区：[1]东北师范大学国际与比较教育研究所,吉林长春130024

出　　处：《外国教育研究》2008年第12期22-27,共6页Studies in Foreign Education

基　　金：吉林省教育科学"十一五"规划课题<中外教师教育实习理念与制度的比较研究>(项目批准号:GH0593);全国教育科学"十一五"规划课题<高质量教师培养中教育实习的构建与实施的实证研究>(项目批准号:DIA080115)

摘　　要：教师的教育实习,作为联系教师教育中的理论学习与未来教学实践的重要纽带,是教师教育课程中的必要组成部分,也是教师的专业社会化与专业发展的关键阶段。荷兰乌特勒支大学的"现实主义"教师教育实习模式,以傅乐的教师关注理论为基础,重视教育实习与理论学习的紧密融合,大学与中小学指导教师的合作督导,以及实习教师的反思能力的培养等,这些对我国的教师教育实习都会有所启示与借鉴。As an important ligament connecting theoretical learning in teacher education and the future teaching practice, the practical teaching of student teachers is a necessary part of teacher education curriculum, and a key stage of teacher professional socialization and professional development. The realistic model of teacher practical teaching in Utrecht University of the Netherlands ,based on teacher concern-based theory given by Fuller, pays more attention to the integration of theoretical learning and practical teaching experience of student teachers,the cooperative supervision of supervising teachers in the university and cooperating teachers in schools,and the cultivation of reflective ability of student teachers,which can provide some meaningful inspiration for the practical teaching of student teachers in China.

关 键 词：荷兰 现实主义 教师教育 实习模式 

分 类 号：G451.6[文化科学—教育学] G658.3[文化科学—教育技术学]