教师教育大学化改革以来师范生课程学习质量调查分析  

Research on the effectiveness of teacher candidates' course learning under the reform of universitisation of teacher education

作　　者：戴伟芬[1] 

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《教育发展研究》2013年第22期50-54,共5页Research in Educational Development

基　　金：教育部哲学社会科学研究重大课题攻关项目"义务教育学校布局问题研究"(09JZD0035)的阶段性成果

摘　　要：本文以师范生在教师教育课程中的学习成效为研究对象,对分布在不同地区的3类不同层次的18所师范院校的师范生,分别从管理者和学生两个视角,采用分层抽样的问卷调查法、访谈法进行了调查分析。在师范院校大学化的过程中,师范生的综合素质和学术水平得以提高,但是不同类别师范院校师范生的课程学习成效出现了分层现象。由于大学任课教师缺乏对中小学校的了解或实践经验,因此,师范生的教学实践能力没有得到必要的强化。而这一因素是影响师范生课程学习质量的重要因素。总之,提高师范生课程学习质量,尚需在课程内容中融入实践知识的情境性和个体知识的理念,设置整合取向的教师教育课程,加强教师教育理论知识与实践的整合。Aimed at the effectiveness of teacher candidates＇ course learning after the reform of universitisation of teacher education, the research focuses on the effect of course learning of teacher candidates at 18 normal universities or colleges in three categories countrywide, and uses a questionnaire （stratified samples）, interviews to reveal the quality of teacher candidates＇ preparation and its influencing factors from the perspectives of administrator and teacher candidates. From the findings we can conclude that, in general, teacher candidates＇ performance has been improved during the universitisation of teacher education. However, in terms of course learning effect, the three different categories of normal universities or colleges demonstrate a hierarchic pattern, meanwhile, lacking of knowledge and ability of the teaching practice of instructors and teacher candidates is a sharp question. It is necessary to integrate theory-based and practice-based knowledge of teacher education and curriculum constructing for higher quality teachers.

关 键 词：教师教育大学化 师范生课程学习质量 整合取向教师教育课程 

分 类 号：G652.0[文化科学—教育学]