建构主义取向的西方教师教育实践及政策研究  

Modern Western Constructivist Approach of Practice and Policy in Teacher Education

作　　者：高鸾[1] 何阅雄[2] 

机构地区：[1]湖州师范学院教师教育学院,浙江湖州313000 [2]北京师范大学教师教育研究中心,北京100875

出　　处：《贵州师范大学学报（社会科学版）》2016年第4期116-122,共7页Journal of Guizhou Normal University(Social Sciences)

基　　金：2015年度教育部人文社会科学研究基金项目"教育博士生学习的胜任特征及社会支持网络研究"(15YJC880016)和"高校教师专业发展有效性评价研究与实践"(15YJE880001)的阶段性成果

摘　　要：现在越来越多的教师教育项目声称是建构主义取向的教师教育。本文选取了西方九个国家建构主义取向的职前教师教育实践案例,从培养目标、实施情况及实践成效三方面对这些项目进行了介绍和比较,其中对加拿大英属哥伦比亚大学和澳大利亚莫纳什大学的案例作了重点介绍,主要关注其在实践中的做法,并通过这些项目讨论了当代教师教育中的一些基本问题。同时本文也对建构主义取向的教师教育政策(教师标准)进行了分析,希望籍此从政策层面给我国教师教育改革与实践提供参考与借鉴。Nowadays more and more teacher education programs portray themselves as a constructivist- approach- oriented one. This article selected nine pre- service teacher education programs from western countries which are featured as a constructivist approach to inquiry some important foundations in contemporary teacher education. Through the cultivation objectives and implementation of these programs,we made some comparison and in- depth discussion,the case of Post- graduate Secondary Teacher Education Program at the University of British Columbia and the case of Pre- service Teacher Education Program at Monash University were highlighted,particularly focus on their real practice. Furthermore,the article introduced some teacher education policies（ teacher standards） which have shown constructivist approach in teacher education since the 1990 s.

关 键 词：建构主义取向 教师教育 实践 教师知识 

分 类 号：G51[文化科学—教育学]