日本教师育成标准述评  

A Review of Teacher Education Indicators in Japan

作　　者：李昱辉[1] LI Yuhui(School of Education, Shanghai Normal University, Shanghai 20023)

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《比较教育研究》2018年第6期76-83,共8页International and Comparative Education

基　　金：国家留学基金委留学回国人员科研启动基金资助项目"日本校长专业标准研究"(教外司留[2015]1098号)阶段性成果

摘　　要：近年来,日本传统校本研修遭遇教师新老更迭加速之难题,且文部省评审师资课程加剧了大学的危机意识,加强教师培养与研修环节的合作成为教育委员会和大学的共识。在此背景下,中央倡导的教师育成标准迅速得到各地区和大学响应。该标准由各地自主开发、基于多方协商产生,立足区情规划教师成长过程、注重指导而规避评价。如何与其他教师政策保持协调、激发教师个性与活力、促进学校组织变革,决定着标准的应用前景。In recent years, Japanese traditional school-based teacher training is faced with numerous challenges, among which are： the frequent replacement of the retired teachers and the national review of teacher training curriculum. It is agreed by both the universities and the Board of Education that a closer cooperation should be forged between teachers＇ training and training sessions. It is precisely against this background that the government proposed teacher cultivation standards which has been warmly welcomed by universities and other institutions. The standard is the result of multi-party consultation, and was developed regionally and independently. It adjusts itself in accordance with the teacher cultivation process in each region, stresses guidance and evades assessment. Compared with the teacher standards in other countries, it stands out for its uniqueness. It is of practical importance to get the standards in tune with national policy, motivate and secure individuality and vitality, and promote school organization reform.

关 键 词：日本 教师育成标准 教师教育 协议会 专业发展 

分 类 号：G659.10[文化科学—教育学]