“专业形成性”师范生教育类课程改革效果的跟踪研究  

Professional Formative——A Tracking Study of the Pedagogic Curriculum Reform for Normal University Students

作　　者：白世国[1] 冀云[1] 

机构地区：[1]廊坊师范学院,河北廊坊065000

出　　处：《廊坊师范学院学报（自然科学版）》2016年第3期98-101,共4页Journal of Langfang Normal University(Natural Science Edition)

基　　金：河北省高等教育教改研究项目"师范生教师职业能力的实践体系建构研究--基于"双导师制"模式的专业形成型教师培养"(2015GJJG159);廊坊师范学院教改项目"中学生心理发展与教育课程理论与实践教学的整体优化研究"(K2013-36)

摘　　要：探讨"专业形成性"师范生教育类课程改革效果。以200名参与教师职业能力训练的2010级学生为对象,从教育类课程改革体系的适合性、内容"高精深透新"的目标达成、"专题化、报告式"教学接纳性及教育实践课程实施效果等方面进行了四年的跟踪调查。调查结果显示:教育类课程改革体系适合大学生的需要,课程内容能体现"高精深透新"的特点,"专题化、报告式"教学形式符合学生认知特点;实践课程的认可度水平理想。由此可见,廊坊师范学院教育类课程综合改革受到学生的肯定和欢迎,改革效果已经凸显。The aim of this study is to discuss the effects of the pedagogic curriculum reform for normal university stu- dents. 200 participants from class 2010 were involved in the teachers＇ vocational capability training. A four-year tracking study was conducted to investigate the effects of the following aspects： the appropriateness of the pedagogic curriculum re- form system, the goal attainment of ＂above the average, elaborate, deep, thorough and new＂ contents, the acceptance of ＂topic-specific, report form＂ pedagogic curriculum reform and the acceptance level of the practice course . To conclude, the pedagogic curriculum reform in College of education of Langfang Teachers＇ University was welcomed by college stu- dents, and the effects of this reform are obvious.

关 键 词：专业形成性 教育类课程 教师职业素质 

分 类 号：G650[文化科学—教育学]