科南特教师教育课程思想研究  

On James Bryant Conant'sThought on Teacher Education Curriculum

作　　者：许世华[1,2] 

机构地区：[1]国家民委人文社会科学重点研究基地民族地区医学社会科学研究基地,广西百色533000 [2]右江民族医学院,广西百色533000

出　　处：《广西师范大学学报（哲学社会科学版）》2015年第3期137-142,共6页Journal of Guangxi Normal University(Philosophy and Social Sciences Edition)

基　　金：2012年度国家社会科学基金项目"传统文化融入医学高等院校人才培养的机制研究"(12XKS029);广西高等学校人文社会科学研究项目"桂西少数民族地区医务人员职业素养调查及提高机制研究"(SK13YB075)

摘　　要：科南特的教师教育课程思想体现了当前世界教师教育课程改革的潮流。他在提出强化教师教育学术性的同时,注重教育专业学科的发展;主张大学与中小学紧密合作来做好未来教师的教学实习。特别需要指出的是,科南特提出了"教育临床教授"的实习指导方案,它是其教师教育课程思想中一个突出的亮点和特征。他还主张将教育实习作为检定教师是否合格的重要标准之一,认为负责指导教育实习的教师必须是精通教育专业理论和中小学教学实践的专家。"教育临床教授"是他在否定部分教育专业课程之后对教育学教授的安排,也是对传统教师教育模式的突破。James Bryant Conant＇s thought on teacher education curriculum reflects the world＇s trend of curriculum reform of teacher education. Conant not only strengthened the technicality of teacher education, but also highlighted the development of education major. He proposed to better teaching practice of future teachers through the close cooperation among universities and primary and middle schools. Specifically, he put forward the outstanding practice guiding scheme ＂Clinical Professor of Education＂. Furthermore, he also advocated education practice as one of the important criteria to verify whether a teacher is qualified. This point of view has connected education learning and education practicing closely. He believed the teacher who takes charge of education practice must be a professor and master in education major theories and elementary and secondary school teaching practice. Clinical Professor of Education is his arrangement toward pedagogy after he negated some of pedagogy curriculums, and this is also the breakthrough of traditional teaching model.

关 键 词：科南特 要素主义 教师教育课程 教育临床教授 

分 类 号：D829.13[政治法律—政治学]