中美职前教师教育实习项目个案对比研究——以忻州师范学院扶贫顶岗实习支教项目与美国肯特州立大学Field Study项目为例  

A Comparative Case Study of Pre-service Teachers' Teaching Internship Program——Take the Poverty Alleviation Replacement Teaching Internship Program of Xinzhou Teachers University and the Field Study Program of Kent State University in the U. S. for Examp

作　　者：王白英[1] 刘建霞[1] 

机构地区：[1]忻州师范学院,山西忻州034000

出　　处：《忻州师范学院学报》2017年第5期87-91,共5页Journal of Xinzhou Teachers University

基　　金：忻州师范学院教改重点课题(JGZD201601)

摘　　要：职前教师教育实习是教师专业化过程中不可忽缺的实践环节。通过对比山西忻州师范学院扶贫顶岗实习支教项目与美国肯特州立大学早期儿童教育专业Field Study项目在学期、学时、学分、任务、指导、评价及组织工作等方面的不同,发现二者培养目标和定位存在"主动适应型"和"专业成长型"差异,指导和评价主体角色存在"领导者"与"合作者"差异,培养机制存在"U-G-S"与"PDS"差异,客观看待和分析这些差异有助于不同国情和文化下职前教师教育实践的相互学习和借鉴。Pre-service teachers＇ teaching internship is an indispensable chain during the teachers＇ professionalization. By comparing the Poverty Alleviation Replacement Teaching Internship Program of Xinzhou Teachers University in Shanxi China with the Field Study Program for Early childhood Education of Kent State University in the U. S.,many differences are found in semester hours,credits,tasks,organization,guidance and evaluation,which result from the ＂active adaption＂and ＂professional development＂differences in training goals,＂leaders＂and ＂collaborators＂differences in the role of guidance and evaluation body,＂U-G-S＂and ＂PDS＂differences in training mechanism. It is helpful to promote pre-service teachers＇ practice for different nations and cultures by objectively viewing and analyzing these differences.

关 键 词：职前教师 教师教育 教育实习 

分 类 号：G658.3[文化科学—教育学]