中国教师教育的发展历程、经验及展望  

The Development,Experience and Prospect of Teacher Education in China

作　　者：王学[1] 喻如风 Wang Xue;Yu Rufeng

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《教育学术月刊》2023年第7期29-36,共8页Education Research Monthly

摘　　要：教师教育在我国自清末发轫至今逾百廿年,在新时代回顾教师教育发展历程,有利于思本清源,明晰其未来发展方向。我国教师教育主要经历了仿照日本的清末民初的师范教育体系、效仿美国的民国师范教育体系、师法苏联的新中国师范教育体系以及中国特色教师教育体系四个阶段。在发展历程中呈现出以下特征:不断寻求借鉴国外与立足本土间的平衡;从独立与依附的二元对立走向主次分明的开放格局;效率优先的功利取向转化为兼顾公平的发展指向;对质与量的单方侧重到质量并重的均衡发展。未来,我国教师教育应坚持开放、均衡、持续的发展理念;树立兼顾国家、地区、个人需求的目标定位;形成均衡、科学的教师供给结构;构建高水平、创新型的教师培养模式。Teacher education has been in China for more than a hundred and twenty years since its beginning in the late Qing Dynasty.Reviewing the development process of teacher education in the new era is conducive to thinking about the source of roots and clarifying its future direction.Teacher education in China has mainly experienced four stages:the normal education system in Japanese pattern in the late Qing Dynasty and the early Republic of China,the normal education system in American pattern in the Republic of China,the new Chinese normal education system in the Russian pattern,and the teacher education system with Chinese characteristics.In the course of development,the following characteristics are presented:constantly seeking the balance between learning from foreign countries and based on native country,developing from the binary opposition of independence and dependence to the open pattern with clear priorities,turning from the utilitarian orientation of efficiency priority to the development orientation with due consideration to fairness,and the unilateral emphasis on quality or quantity to the balanced development of both quality and quantity.In the future,teacher education in China should adhere to the concept of open,balanced and sustainable development;establish a goal orientation that takes into account the national,regional,and individual needs;form a balanced and scientific teacher supply structure;and build a high level and innovative teacher training model.

关 键 词：教师教育 师范教育体系 教师教育发展 

分 类 号：G40-01[文化科学—教育学原理]