美国幼儿教师职前培养的历史、现状与走向  

American Early Childhood Pre-service Teacher Education: History,Reality and Future

作　　者：杨晓萍[1] 何孔潮[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《比较教育研究》2013年第2期9-16,共8页International and Comparative Education

基　　金：2009年国家社会科学基金教育学重点课题"学前一年教育纳入义务教育的条件保障研究"(主持人:刘焱;课题批准号:AHA090006);重庆市社会科学规划一般项目"重庆市城乡统筹视野下学前教育质量评价研究"(编号:2011YB-JY070)的研究成果

摘　　要：美国的幼儿教师职前培养拥有悠久的历史和丰富的经验,自由与规范是其150余年发展历程的两大价值取向;标准本位的培养目标、基于认证的培养机构、多元取向的培养计划构成了美国幼儿教师职前培养的专业化和多元化现实图景;基于社会正义的高质量诉求是美国幼儿教师职前培养的未来走向。我们可从中汲取精华并合理借鉴,以推动我国幼儿教师职前培养的进一步变革与发展。American early childhood pre-service teacher education has a long history and rich experience. Freedom and regulation are two value orientations of the more than 150 years development course. Standard-based training objectives, certification-based training institutions, pluralistic orientation training program are important for specialization and diversification, which constitute the reality of early childhood pre-service teacher education in America. High quality demand based on social justice is the future trend of pre-service training of kindergarten teachers in USA. We can learn the essence from its long history and rich experience, so as to promote the reform and develooment of China＇s pre-service training of preschool teachers.

关 键 词：美国 幼儿教师职前培养 历史 现状 走向 

分 类 号：G659.712[文化科学—教育学]