20世纪以来美国教师教育研究范式演变及其启示  

Paradigm Shifts of Teacher Education Research in America since 20th Century and Its Implications

作　　者：蒋道华[1,2] 曹军[3] 

机构地区：[1]北京外国语大学中国外语教育研究中心,北京100089 [2]合肥师范学院外国语学院,安徽合肥230601 [3]合肥师范学院大学英语教学部,安徽合肥230601

出　　处：《合肥师范学院学报》2015年第4期22-25,78,共5页Journal of Hefei Normal University

基　　金：安徽高校省级人文社会科学研究项目"师范毕业生初入职阶段需求与师范院校对策研究--以英语学科为例"(SK2013B404);合肥师范学院校级科研项目"英语教师教育PCK能力培养模式实证性探究"(2010SK01ZD)

摘　　要：20世纪以来美国教师教育基于"问题意识",经历了从"课程设置""教师培训""教师学习"到"教育政策"研究范式的演变。本文通过对其历史动因的考察,结合研究和实践两个维度分析它们的社会价值、国家价值和教育价值。作者认为,反观美国教师教育研究范式演变过程有利于审视我国当前教师教育存在的问题,促进职前和在职教师教育一体化研究与实践。Since the beginning of the 20th century, the paradigms of teacher education research in America, from the perspective of question-posing, undergoes shifts of focus from curriculum design, teacher training, teacher learning, to education policy. This article traces the historical motivations for such shifts and further analyzes their social, state and educational values on the research and practice dimensions. It also holds the view that by referencing to the paradigm shifts of teacher education research in America can be conducive to exploring the problems of teacher education in China and furthering the research and practice of pre-service and in-service teacher education integration.

关 键 词：教师教育 问题意识 范式演变 

分 类 号：G511[文化科学—教育学]