美国高校教师教育课程思想价值取向研究  

Research on Value Orientation of American University Teachers' Education Curriculum Idaes

作　　者：高建芳[1] 

机构地区：[1]许昌学院,河南许昌461000

出　　处：《九江职业技术学院学报》2015年第2期6-8,共3页Journal of Jiujiang Vocational and Technical College

摘　　要：当代美国教师教育课程思想的价值取向可分为专业取向、学术取向以及社会(公正)取向这三种。专业主义主张在教育教学中充分发挥理论知识研究与专业教师知识的作用;学术主义注重教师知识结构的调整与强化通识教育的培养;社会取向教育课程思想呼吁在坚持批判主义与多元化文化思想前提下实现教师知识结构转型,以实现教育和社会公平。本文针对这三种教师教育课程思想模式进行了分析,并提出了融合与多元化思想模式这一价值取向。T he value orientation of contemporary American teachers’ education curriculum ideas can be divided into professional orientation ,academic orientation and social orientation .Professionalism claims full play of theory research and teachers’ professional knowledge in teaching ;academic orientation focuses on teacher’s knowledge structure adjustment and general education strengthening ;social orientation calls on transforming teachers’ knowl-edge structure under the premise of insisting on criticism and diversified cultural ideas to realize education and society equity .T hese three kinds of teachers’ education curriculum ideas are analyzed and the value orientation of fusion and diversified idea is put forward .

关 键 词：美国 高校教师 教育 课程 价值 

分 类 号：G652.3[文化科学—教育学]