美国教师教育的哲学思考——对话美国哥伦比亚大学戴维·汉森教授  

The Philosophical Thinking of Teacher Education in America——A Dialogue with Professor David Hansen at Teachers College,Columbia University

作　　者：戴伟芬[1] 

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《外国教育研究》2013年第9期11-18,共8页Studies in Foreign Education

基　　金：全国教育科学规划教育部重点课题<美国社区学院兼职教师的专业发展及启示--基于"双师型"教师培养的视角>(课题编号:GJA114021)

摘　　要：从哲学的视角对美国多样化的教师教育理论与实践背后的核心价值观进行探析,有助于对美国教师教育进行深入理解。教师教育的目的不仅为教师教授学术知识和技术,更为其帮助学生性格、道德发展而做准备,它不仅关乎社会的延续传承,更关乎社会变革与人类发展,因而教师教育不仅是培训,更是教育。多元自主的教师教育项目的构建与各历史阶段的"公共事件"对各教师教育思想的产生与发展具有巨大的推动作用。教师教育的外部巨大影响和内部发展同等重要,21世纪教师培养秉持的价值观或哲学思想意在现实结果还是长远发展值得我们深思。The exploration of the core value of the theory and practice of teacher education in America from the perspective of philosophy helps us deeply understand American teacher education and make comparison between countries.The purpose of teacher education is to let teacher not only pass on academic knowledge and technology,but also develop student＇s character and morality,which relates to not only inheritance,but also social change and human development,thus teacher education means not only training but also education.The construction of multiple and independent teacher education program and ＂Public Event＂ happening at various periods has the great impact on the creation and development of teacher education thoughts.Outside influence and inside development have an equal role on teacher education.It is worth thinking about the core value of teacher education in the 21st century,which intends to immediate results or long-term development.

关 键 词：美国 教师教育 哲学思想 价值观 

分 类 号：G659.3[文化科学—教育学]