英、美、日等三国教师教育转型的组织特征与中国化探索  

Organizational Characteristics and Sinicization Exploration of Normal Education Transformation in America, Britain and Japan

作　　者：顾拓宇 王俊名 GU Tuo-yu;WANG Jun-ming(Zhoukou Normal University,Zhoukou 466001,China;Central China Normal University,Wuhan 430079,China)

机构地区：[1]周口师范学院教育科学学院,河南周口466001 [2]华中师范大学教育学院,湖北武汉430079

出　　处：《黑龙江高教研究》2021年第3期59-65,共7页Heilongjiang Researches on Higher Education

基　　金：教育部人文社会科学研究青年基金项目“地方本科师范院校组织转型的困境与对策研究”(编号:19YJC880027);河南省教科规划“十三五”规划项目“地方师范院校教师教育转型的价值取向与实现机制研究”(编号:2020YB0209)。

摘　　要：英、美、日等三个发达国家教师教育大都经历了从"低级"向"高级"的组织层次转型、从"社会推动"到"国家主导"的组织制度转型,从"历史规约"到"观念突破"的组织文化转型。借鉴发达国家教师教育组织转型的经验,对于我国师范院校组织转型具有重要的现实意义。建立中国化"师范大学"模式是教师教育质量保障的前提和基础,在国家主导下适度引入市场机制是教师教育制度转型的可行方案,渐进性制度变革是适应路径依赖的适切选择。Teacher education organization has experienced an organizational level transition from "low-level" to "high-level".Organizational system transformation from "social promotion" to "state-led", organizational culture transformation from "historical statute" to "concept breakthrough" in developed countries, such as the United States, Britain and Japan. Learning from the experience of teachers’ education transformation in developed countries has important practical significance for the transformation of teacher education in China. The establishment of localization normal university model is the premise and foundation of teacher education quality assurance. The introduction of market principle under the leadership of the state is a feasible scheme for the transformation of teacher education system, and asymptotic change is the appropriate choice to adapt to path dependence.

关 键 词：师范院校 教师教育 组织转型 中国化 

分 类 号：G40-059.3[文化科学—教育学原理]