教师教育制度研究文献述评:取向、对象与方法  

Literature Review of the Research on Teacher Education System:Orientation,Objects and Methods

作　　者：徐龙[1] 杜时忠[1] 

机构地区：[1]华中师范大学道德教育研究所,湖北武汉430079

出　　处：《教师教育研究》2015年第6期87-92,共6页Teacher Education Research

基　　金：国家社会科学基金"十二五"规划2011年度教育学课题(BEA110033)阶段性成果

摘　　要：自20世纪90年代师范教育向教师教育转轨以来,学界一直在主要关注教师教育制度研究的状况。就研究文献的内容来看,既有的研究"歧异互见而多端纷呈":取向上,理论诉求与实践诉求交汇;对象上,整体研究与具体研究并举;方法上,历史研究与比较研究分立。然而,当前的研究也存在着不少的问题,如前提性研究的匮乏、逻辑推理不够严密、缺少对自身研究内在局限的体认等。总体而言,当前的教师教育制度研究存在着孤立化、碎片化、规避化的缺憾,未来的研究需要以此为鉴,注重问题分析的关联性、整体性和实践性。Since the 1990 s when the transition from normal education to teacher education,scholars have focused on study of teacher education system. In terms of the literature content,existing research have＂different sight and multiple scene＂,that is,the theory and practice of appeals intersection consist of the orientation; whole studies and specific studies consist of the subject simultaneously; historical research and comparative studies consist of the methods discretely. However,the current study has many problems,such as poor of premise studies,untight of logical reasoning and the recognization of inherent limitations of self-study. All in all,the current education system exists the shortcomings of isolation,fragmentation and evadion,further studies are needed to draw a lesson,which should focus on relevance,integrity,practicality of the problem analysis.

关 键 词：文献述评 教师教育制度 研究取向 研究对象 研究方法 

分 类 号：G659.22[文化科学—教育学]