日本教师教育思想特点与我国高校的主体性教育  

Analysis on Characteristics of Japanese Teacher Education Thought and Subjective Education Chinese Colleges

作　　者：张昱煜[1] 

机构地区：[1]南京师范大学音乐学院,江苏南京210097

出　　处：《黑龙江高教研究》2015年第7期65-67,共3页Heilongjiang Researches on Higher Education

基　　金：2014年南京师范大学校级基金项目"青蓝工程"(Sponsored by Qing Lan Project)资助项目(编号:184080H102195)阶段成果

摘　　要：模式化教育与人本教育理念作为日本教师教育思想的主要特点,体现出人才培养的固定性以及文化传承的长效性,也展现出日本高校教师的教育主体地位。我国高校主体性发展思想坚持宏观引导不动摇,突出对学习者的引导作用,使宏观引导能够朝着微观方向转变,使人本理念能够进一步升华,进而形成主体性教育思维的优化,体现出所具有的先进性。将两国高校教师教育思想相融合,使我国高校主体性教育发展思维形成创新,成为我国高校教育独有特色。研究表明,人本理念主体性的有效确立能够对人才培养模式多样化、教师教育功能的增强产生积极影响。Modeled education and humanistic education, as the main features of Japanese university teachers＇ education thought, reflects fixity of personnel training and long - term nature of cultural heritage, and also shows the dominant position of Japanese univer- sity teachers in education. Chinese university subjectivity thought development firmly adheres to macro guidance, by highlighting the guiding role for learners, so that the macro guidance shifts to micro one, humanistic philosophy can be further enhanced,which thus realizes optimization in subjectivity education thought and reflection of the possessed advancement. To integrate university teacher education thoughts of the two countries so as to create innovation in Chinese university, subjectivity education development thought has become characteristics unique to Chinese higher education. Research shows effective establishment of humanistic philosophy subjectivity has a positive impact on diversification of personnel training model and strengthening of teacher function in education.

关 键 词：主体性教育 日本教师教育思想 先进性 新路径 

分 类 号：G640[文化科学—高等教育学]