俄罗斯高校实践取向的职前教师培养体系探究  

Study on the Practice-oriented Pre-service Teacher Training System in Russian Universities

作　　者：吕文华[1] 程晴 李桐 LV Wenhua;CHENG Qing;LI Tong(Institute of International and Comparative Education,Northeast Normal University,Changchun 130024,China;Changchun 87th Middle School,Changchun 130062,China;School of Public Administration,Hunan Normal University,Changsha 410081,China)

机构地区：[1]东北师范大学国际与比较教育研究所,吉林长春130024 [2]长春市第八十七中学,吉林长春130062 [3]湖南师范大学公共管理学院,湖南长沙410081

出　　处：《外国教育研究》2023年第3期115-128,共14页Studies in Foreign Education

基　　金：国家社会科学基金“十三五”规划2018年度教育学一般课题“小学女教师职业生涯发展轨迹及其影响因素研究”(课题编号:BHA180155)。

摘　　要：当前,为回应知识经济发展和基础教育持续变革带来的挑战,以及解决传统知识本位范式造成的未来教师职业能力缺失问题,俄罗斯采取了一系列措施推进教师教育转型,力求打破职前教师培养过程中重学术轻实践的藩篱,打造一个更具实践性的教师教育体系。俄罗斯高校通过制定以实践取向为核心的职前教师培养标准,开发模块化教师教育课程大纲,建立“大学一中小学”合作机制,构建贯穿式多元化的评价体系,以促进未来教师实践能力的形成。At present,in order to respond to the challenges brought by the development of knowledge economy and the continuous reform of basic education,and to solve the problem of the lack of professional competence of teachers in the future caused by the traditional knowledge-based paradigm,Russia has taken a series of measures to promote the transformation of teacher education,and strived to break the barrier of emphasizing learning over practice in the process of pre-service teacher training,and created a more practical teacher education system.In order to promote the formation of future teachers'practical ability,Russian colleges and universities have formulated practice-oriented pre-service teacher training standards,developed modular teacher education curriculum,established"university-primary and secondary school"cooperation mechanism,and constructed a penetrative and diversified evaluation system.

关 键 词：俄罗斯 实践取向 职前教师 培养体系 

分 类 号：G451[文化科学—教育学] G511.2[文化科学—教育技术学]