日本教师硕士化培养的制度建设、实践经验及启示  

The Institutional Construction,Practical Experience,and Implication of Master’s Degree Training for Japanese Teachers

作　　者：韩烨[1] HAN Ye(National Academy of Education Administration,Beijing 102617)

机构地区：[1]国家教育行政学院,北京102617

出　　处：《中国高教研究》2023年第10期86-93,共8页China Higher Education Research

摘　　要：2008年日本创立教职大学院制度,推动教职大学院成为担负基础教育教师硕士化培养的主要阵地。从初期建立到组织扩增再到转型提质,日本形成了学科教育融入、理论实践交互、师资优势嵌合、在职“工学结合”的制度框架。在地方落实上,一些高水平教职大学院采取人才分类培养、“三化”机制构建、课程教材化及远程教育项目等举措,推动了教师人才培养体系从封闭转向融合,体现出各校“锚目标、严标准、重效能、讲公平”的实践取向。这些探索可为破解我国教师教育体系封闭性难题,推进硕士层次教师的高质量培养提供有益借鉴。In 2008,Japan established the teaching profession graduate schools system,promoting teaching profession graduate schools to become the main battlefield responsible for the master’s degree training of basic education teachers.From its initial establishment to organizational expansion and to transformation and improvement,Japan has gradually formed an institutional framework that integrates subject teacher education,includes intexactions between theoretical and practical courses,involves faculty advantage integration,and combines work and learning with in-service teachers.In terms of local implementation,some high-level teaching profession graduate schools have taken measures such as talent classification training,establishing a“three modernizations”collaborative mechanism,forming a“curriculum textbook oriented”approach,and launching“distance education projects”to promote the transformation of the teacher training system from closed to integrated,reflecting the construction orientation of universities as“anchor goals,tighten standards,value efficiency,and ensure fairness”.These explorations can provide useful references for solving the closed problem of China’s teacher education system and promoting high-quality master’s level teacher training.

关 键 词：教师教育 教职大学院 硕士化培养 日本 

分 类 号：G643[文化科学—高等教育学]