我国高校学士后教师培养模式的现状分析  

Status Quo of the Post-Baccalaureate Teacher Training Model in China

作　　者：王健[1] 

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《教师教育研究》2009年第6期10-14,共5页Teacher Education Research

基　　金：教育部人文社会科学研究2006年度规划项目(06JA880024)阶段成果

摘　　要：学士后教师培养模式是新世纪我国高校教师培养模式改革中的亮点、热点和难点。学士后教师培养模式比传统的四年一贯制教师培养模式具有优越性,我国目前主要实施的"4+2"、"4+1+2"、"3+3"三种代表性学士后教师培养模式各有特色。我国高校可以在坚持教师教育大学化、借鉴发达国家经验、总结先行学校实验经验的基础上,因校、因地制宜地探索多元化的学士后教师培养模式。Post-Baccalaureate teacher training model is the lightspot,hotspot as well as difficult point in the reform of college teacher training model in China.It is more advantageous for the post-baccalaureate teacher training model than for the traditional four-year consistent teacher training model.Three representative models of the post-baccalaureate teacher training implementing nowadays have their own characters.Our universities should explore pluralistic post-baccalaureate teacher training model adapting to the local and university＇s demand,based on insisting on Universitization of Teacher Education,drawing on the experience of other developed nations,summing up experience of the universities going in advance to others as well.

关 键 词：学士后教师培养模式 现状 分析 

分 类 号：G659.21[文化科学—教育学]