转型期的日本教师培养改革  

Japanese Teacher Preparation Reform in an Era of Social Transformation:Retrospect and Prospect

作　　者：饶从满[1] 

机构地区：[1]东北师范大学教育学部

出　　处：《教师教育学报》2014年第2期93-100,共8页Journal of Teacher Education

基　　金：全国教育科学“十一五”规划教育部重点课题“全球化背景下东亚国家教育改革与发展比较研究”(DDA070173),项目负责人:饶从满

摘　　要：进入20世纪80年代以来，日本的教师培养面临前所未有的挑战与课题：社会结构的急剧变化对教师培养提出了更高的要求；教育病理长期居高不下严重动摇了社会对教师和教师教育的信任。在此背景下，提高教师专业性，恢复民众对学校和教师的信任，成为日本教师培养改革的基本目标。为达此目标而进行的教师培养改革呈现出“注重实践”、“强调合作”和“追求高度化”三个特点。在可预见的未来，日本教师教育改革的基本方向不会发生大的变动。Japanese teacher preparation has faced unprecedented challenges and tasks since the 1980s. The rapid change of social structures has presented higher demands on teacher preparation; sustaining of education pathology has severely shaken public trust on schools and teachers. In such a context, it has become a fundamental goal of Japanese teacher preparation reform to upgrade teachers＇ professionalism and regain the public trust on schools and teachers. Japanese teacher preparation reform aiming at such a goal has embodied three characteristics, preparation curriculum with the emphasis on practice, construction of teacher preparation system based on collaboration and partnership, and upgrading of teacher preparation to the graduate level. It teacher preparation reform will not change greatly can he expected that the basic direction of Japanese in the foreseeable future.

关 键 词：教师培养 教师教育 日本 教育改革 转型期 

分 类 号：G650[文化科学—教育学]