美国四种实践型教师教育模式及其特点分析  

Analysis of Four Practical Teacher Education Models and Their Characteristics in the United States

作　　者：徐来群[1] XU Laiqun(The School of Education,Xuchang University,Xuchang,461000,China)

机构地区：[1]许昌学院教育学院,许昌461000

出　　处：《世界教育信息》2024年第9期35-43,共9页Journal of World Education

基　　金：2021年度河南省哲学社科规划项目“新知识生产背景下应用科技大学发展战略研究”(编号:2021BJY034);2023年度河南省本科高校研究性教学改革研究与实践项目“教育数字化背景下地方高校教师研究性教学能力提升研究”(编号:119)。

摘　　要：美国实践型教师教育模式按照教学内容和方法、选拔标准,可分为改革示范型模式、应对挑战型模式、满足需求型模式和提升质量型模式。不同模式在理论基础、运行机制方面存在异同、各有特点。研究发现,实践型教师教育模式坚持常识取向的教师教育理念,聚焦中小学教学实践,弱化教育理论,招收学士学位获得者,在职或定向培养公立中小学教师,在一定程度上解决美国贫困地区公立中小学教师短缺和流失率过高问题,推动美国教师教育双轨制的发展。实践型教师教育模式强调教师学历硕士化、教学实习驻校化,以及追求较高的针对性和培养效率等方面的经验可为我国教师教育改革提供借鉴。The practical teacher education model in the United States can be divided into the reform demonstration model,the challenge response model,the demand satisfaction model,and the quality improvement model according to teaching content,methods,and selection standards.Different models have differences and similarities in theoretical basis and operation mechanism,and their own characteristics.The research finds that the practical teacher education model adheres to the teacher education philosophy of common-sense orientation,focuses on teaching practice in primary and secondary schools,weakens educational theory,recruits bachelor’s degree holders.It trains or directs public elementary and secondary school teachers on the job or in a targeted manner,to a certain extent solving the problem of the shortage and high turnover rate of public primary and secondary school teachers in poverty-stricken areas of the United States,and promoting the development of the dual-track system of teacher education in the United States.The practical teacher education model emphasizes the master’s degree of teachers,the on-site teaching internships,and the high targeted and training efficiency,which can provide some reference for the reform of teacher education in China.

关 键 词：实践型教师教育模式 改革示范型 应对挑战型 满足需求型 提升质量型 

分 类 号：G659.3[文化科学—教育学] G659.7