芬兰学前师资培养课程的理念与实践  

The Idea and Practice of Preschool Teacher Education Curriculum in Finland

作　　者：张妮妮[1] 赵慧君[1] 刘仲丽[2] 

机构地区：[1]长春师范大学教育科学学院,吉林长春130032 [2]东北师范大学教育学部,吉林长春130024

出　　处：《外国教育研究》2015年第4期45-54,共10页Studies in Foreign Education

基　　金：全国教育科学"十二五"规划2011年度单位资助教育部规划课题"我国幼儿教师供给保障机制研究"(课题编号:FHB110173);吉林省教育科学"十二五"规划课题"吉林省农村幼儿教师专业生活研究"(课题编号:ZC13095);长春师范大学人文社会科学基金项目"吉林省农村幼儿教师专业生活研究"

摘　　要：芬兰政府十分重视师资培养质量。在学前师资培养课程中,理念上强调互助、合作的教师文化,以研究为取向,重视教师的研究能力以及关注教师的终身学习与持续专业发展;在实践中,无论是课程设置,还是教学方法、教育实习,都体现了鲜明的芬兰特色。这些做法对我国的学前师资培养课程也具有一定的启示意义。The Finland government attaches great importance to teacher＇s trainingquality. On the concept,pre-school teachers＇ training curriculum emphasis the teacher cul-ture of mutual assistance and cooperation. The government attaches great importance toteachers＇ research ability,and pay attention to teachers＇ lifelong learning and continuingprofessional development. In practice areas,the government very concerned about the cur-riculum settings,teaching method and education practice. These all reflected the distinctivefeatures of Finland and have certain implications for China.

关 键 词：芬兰 学前师资课程 理念 实践 

分 类 号：G451[文化科学—教育学] G531[文化科学—教育技术学]