我国教师教育现存问题与改革趋向分析  

Analysis of the Problems and Reform Trends of Chinese Teacher Education

作　　者：孙刚成[1] 翟昕昕 

机构地区：[1]延安大学教育科学学院,陕西延安716000

出　　处：《教师教育论坛》2016年第7期5-9,共5页Teacher Education Forum

基　　金：2015年陕西省重大招标课题"陕西省义务教育学校学区制管理模式调查研究"(编号:ZDKT1515);2015年陕西省高水平大学建设专项资金资助项目"教育学"(编号:2015SXTS01)研究成果

摘　　要：当前我国教师教育主要以师范类院校以及综合性大学开设的师范类专业为主,二者普遍实行盲面普通招生办法和按学科或专业分布于不同院系的办法培养,由此衍生出所培养教师的教育信仰与教师信仰缺失、实践技能不足以及学科贯通视野过窄等问题。在对教师教育现存问题进行深入分析的基础上,通过招生中增加面试环节实施二次筛选机制招收到更多有意从教的学生,然后在教师教育学院培养模式下,借助大量通识化课程的设置与实施,加强体验式学习和陶冶式感化,全面落实分段式顶岗实习,则可能有效解决当前的突出问题,建构更加优化、更加有利于教师专业发展的教师教育模式,培养出更多乐于从教、有能力从教的准教师。Currently, teacher education in China is mainly assumed by normal colleges and teacher-training specialties of comprehensive universities. These two channels commonly practice blind ordinary admission and talent cultivation according to subject or major, leading to a series of problems in teachers including the lack of teaching belief, practical skills, and discipline integration vision. On the basis of a deep analysis of the existing problems in teacher education, this thesis suggests that we should implement secondary screening mechanism to recruit more students interested in teaching, strengthen experiential learning and edificatory education through various general courses, and fully implement sectional substitution internship. Only in this way, can we effectively solve the current problems and construct an optimal teacher education mode which helps to cultivate more prospective teachers willing to teach and able to teach.

关 键 词：教师教育 教师信仰 教育实践课程 通识课程 教师教育学院 

分 类 号：G652.0[文化科学—教育学]