【摘要】：20世紀(jì)90年代以來,伴隨著“綜合大學(xué)+專業(yè)化教師教育”、“大學(xué)+教育學(xué)院”的教師教育模式改革的出現(xiàn),一直承擔(dān)著我國教師教育培養(yǎng)的高等師范院校,受到前所未有的挑戰(zhàn),為此高師院校廣泛開展了教師教育培養(yǎng)模式理論和實踐上的探索和研究。近十余年來,“X+X”的本科分段培養(yǎng)模式和學(xué)士后的培養(yǎng)模式逐漸成為高師院校教育改革的主要趨勢。前者是在不增加修業(yè)年限的基礎(chǔ)上、采取完善教學(xué)內(nèi)容、改革教學(xué)方式、實施分流培養(yǎng)等措施,進(jìn)行學(xué)士學(xué)位教師培養(yǎng)模式的改革；后者則是延長學(xué)制、提高學(xué)歷升級式的碩士學(xué)歷的培養(yǎng)模式,凸顯了新時期教師教育模式創(chuàng)新的特色。 鑒于此,本文選擇教師教育模式創(chuàng)新為切入點,按照“案例分析→模式創(chuàng)新的動因→模式創(chuàng)新的特征→模式創(chuàng)新的思考”的思路,以高等師范院校為研究對象,以“4+2”、“4+1+2”、“3+3”、“2+2”、“3+1”、“4+0”等模式為案例研究,總結(jié)了“X+X”教師教育模式的優(yōu)勢與可行性。在教師教育模式改革的大趨勢的影響下,在對案例的梳理分析的過程中,我們得到三點教師教育模式創(chuàng)新的特征：①培養(yǎng)規(guī)格與層次的豐富多樣性；②學(xué)術(shù)性與師范性的逐步融合；③理論教學(xué)與實踐操作的并重,進(jìn)一步分析了促進(jìn)教師教育模式創(chuàng)新的依據(jù)與動力。本文在分析案例、總結(jié)經(jīng)驗的基礎(chǔ)上,針對創(chuàng)新動因與特征,從構(gòu)成教師教育模式的四個要素：理論基礎(chǔ)、培養(yǎng)目標(biāo)、培養(yǎng)過程和創(chuàng)建模式具備的條件等幾個方面提出了對創(chuàng)新教師教育模式的思考。 筆者認(rèn)為：教師教育模式創(chuàng)新最核心、最重要的不是在于確定什么最佳的培養(yǎng)模式,而是在于如何培養(yǎng)出高質(zhì)量、高素質(zhì)的教師。任何一種模式都有自己的優(yōu)勢和缺陷,一定的模式總是針對一定的問題而建立的。因此,教師教育模式創(chuàng)新最終的目的：順應(yīng)當(dāng)前教師教育發(fā)展的趨勢,以終身教育思想為指導(dǎo),針對傳統(tǒng)師范教育的弊端,改變傳統(tǒng)師范院校課程設(shè)置單一,教師來源渠道狹窄的格局,打破師范性與學(xué)術(shù)性對峙的局面,加強(qiáng)教育理論與實踐的結(jié)合,強(qiáng)化教育實踐環(huán)節(jié),優(yōu)化教師教育課程結(jié)構(gòu),努力實現(xiàn)教師教育職前培養(yǎng)與職后培訓(xùn)一體化教師教育體系。
[Abstract]:Since the 1990s, with the emergence of the reform of the teacher education mode of "comprehensive university professional teacher education" and "university education college", the normal colleges and universities that have been undertaking the training of teacher education in our country have been subjected to unprecedented challenges. Therefore, normal colleges and universities have carried out extensive exploration and research on the theory and practice of teacher education and training mode. In the past ten years, the segmented training mode of "X" and the training mode after bachelor's degree have gradually become the main trend of educational reform in normal colleges and universities. On the basis of not increasing the number of years of study, the former takes measures such as perfecting the teaching content, reforming the teaching method and carrying out diversion training to carry out the reform of the training mode of bachelor's degree teachers, while the latter is the training mode of extending the academic system and improving the academic qualifications, which highlights the characteristics of the innovation of teacher education mode in the new period. In view of this, this paper selects the innovation of teacher education mode as the starting point, according to the train of thought of "thinking about the characteristics of the innovation of the mode of innovation in the motivation of the innovation of the teacher education mode", takes the normal colleges and universities as the research object, and takes the modes of "42", "42", "31" and "40" as the case studies, and summarizes the advantages and feasibility of the "X" teacher education model. Under the influence of the general trend of teacher education mode reform, in the process of combing and analyzing the cases, we get three characteristics of teacher education mode innovation: (1) the rich diversity of training specifications and levels; (2) the gradual integration of academic and normal nature; (3) the equal emphasis on theoretical teaching and practical operation, and further analyzes the basis and motive force of promoting the innovation of teacher education mode. On the basis of analyzing the case and summing up the experience, aiming at the motivation and characteristics of innovation, this paper puts forward some thoughts on the innovative teacher education mode from four aspects: the theoretical basis, the training goal, the training process and the conditions of the establishment model. The author believes that the most important thing in the innovation of teacher education mode lies not in determining the best training mode, but in how to train high quality and high quality teachers. Any model has its own advantages and disadvantages, and a certain model is always established for certain problems. Therefore, the ultimate purpose of teacher education mode innovation is to conform to the current trend of teacher education development, under the guidance of lifelong education thought, in view of the drawbacks of traditional normal education, to change the pattern of single curriculum setting and narrow source channels in traditional normal colleges and universities, to break the situation of teacher training and academic confrontation, to strengthen the combination of educational theory and practice, to strengthen educational practice links, and to optimize the curriculum structure of teacher education. We should strive to realize the integrated teacher education system of pre-service training and post-service training.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G652

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