我国教师教育课程改革:历史演进与价值取向特征  

The Curriculum Reform of Teacher Education in China:Historical Evolution and Value Orientation

作　　者：郭欣 宁芳 潘黎 

机构地区：[1]辽宁师范大学发展研究中心,辽宁大连116029

出　　处：《教师教育论坛》2017年第11期11-15,共5页Teacher Education Forum

基　　金：2014辽宁省教育厅科学研究一般项目"教育制度对大学人才培养质量的影响研究"(编号:W2014381)

摘　　要：在教师教育发展的历史长河中,教师教育课程改革是重头戏,受到了特别的关注。改革开放30多年以来,我国教师教育课程改革经历了固有模式的沿革期、教师专业探索期、教师课程标准初步确立期,体现了育人为本、自上而下、专业化发展的价值取向特征,为教师教育课程改革注入了新的活力。但在改革进程中,外部宏观体制与课程改革是否同步,课程改革背后隐藏哪些权力冲突,专业定位、课程结构、课程内容与体系需要做哪些适时的调整仍是值得关注的问题。In the history of the development of teacher education, the curriculum reform of teacher education is the mainevent, receiving special attention. Since reforming and opening, the curriculum reform of teacher education in China hasundergone the evolution of the inherent mode, the exploration period of teacher professionalization, and the initialestablishment of the curriculum standards for teachers. And it reflects the value choice of people-centered education,top-down management, and professional development, which would inject new vitality and motivation. However, thereare also some problems to solve, such as the synchronization of external macro system and curriculum reform, the powerconflicts of curriculum reform and adjustment of curriculum content and system.

关 键 词：教师教育 课程改革 历史演进 价值取向 

分 类 号：G652.3[文化科学—教育学]