发达国家中小学教师培训课程的经验与启示
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摘要
当今世界各国都十分重视中小学教师的培训工作。课程作为教师培训的载体,对培训效果有重要影响。发达国家中小学教师培训课程,注重多元需求整合;在课程内容上,综合实用融通;在课程结构上,均衡协调优化;在课程实施上,有法可依,多元灵活实效。借鉴发达国家的有益经验,我国中小学教师培训课程的未来发展应优化培训师资,精准定位课程;优选课程内容,构建特色化的培训课程;注重课程实施,狠抓培训实效;构建常态化的课程评价机制,强化反馈;塑造学习者中心文化,坚持以人为本。
Nowadays,training courses for elementary and secondary school teachers are being globally valued.These courses,as the carrier of teacher training,have a significant impact on the training outcome.Teacher training in developed countries stresses multi-demand integration.Their course content is comprehensive and practical;the course structure is balanced,coordinate,and,optimized;the course is implemented on the basis of certain laws,multiply and flexibly.Meanwhile,considering the courses of teacher training in our country,we should draw on the experience of developed countries,improve the capability of our teachers,and design the curriculum precisely;select high quality courses and make them distinctive;pay attention to the implementation of courses and make them fruitful;set up a regular evaluation system;and shape a learner-centered and people-oriented culture.
Nowadays,training courses for elementary and secondary school teachers are being globally valued.These courses,as the carrier of teacher training,have a significant impact on the training outcome.Teacher training in developed countries stresses multi-demand integration.Their course content is comprehensive and practical;the course structure is balanced,coordinate,and,optimized;the course is implemented on the basis of certain laws,multiply and flexibly.Meanwhile,considering the courses of teacher training in our country,we should draw on the experience of developed countries,improve the capability of our teachers,and design the curriculum precisely;select high quality courses and make them distinctive;pay attention to the implementation of courses and make them fruitful;set up a regular evaluation system;and shape a learner-centered and people-oriented culture.
引文
[1]王姣姣.教师培训课程研究的新视角---以11份“国培计划”课程方案为例[J].教育理论与实践,2015,35(14).
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[5]Moon,B.The English Expectation International Perspectives on the Initial Training of Teacher[R].London:University Council for the Education of Teachers,1998.
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[17]克龙巴赫.通过评价改进教程[A].陈玉坤,赵中建,译.瞿葆奎.教育学文集·教育评价[C].北京:人民教育出版社,1989.
[18]檀传宝.论教师的幸福[J].教育科学,2002,18(1).
[2]陈铭.国外中小学教师在职培训现状、经验与启示[J].中小学教师培训,1997(1).
[3]从英姿,刘慧芳.发达国家中小学教师培训的特点[J].当代教育科学,2007(11).
[4]王晨.国外中小学教师在职培训特点及启示[J].天津市教科院学报,2015(6).
[5]Moon,B.The English Expectation International Perspectives on the Initial Training of Teacher[R].London:University Council for the Education of Teachers,1998.
[6]孙泽文,叶敏.课程内容的构成要素、组织原则及其结构研究[J].辽宁教育,2013(3).
[7]钟启全,江霞,王文静.课程与教学论[M].上海:华东师范大学出版社,2008.
[8]施良方.课程理论:课程的基础、原理与问题[M].北京:教育科学出版社,2009.
[9]郑志辉.教师培训课程开发中存在的问题---基于课程结构优化的视角[J].中小学教师培训,2011(10).
[10]李江源.日本新任教师的培训形式及特点[J].中小学教师培训,1994(5).
[11]古立新.法国教师培训学院(IUFM)评介[J].广东教育学院学报,2004(8).
[12]范冰.教师在职培训:英国的经验与启发[J].比较教育研究,2004(14).
[13]曲晓慧,冯毅.我国高等教育国际化发展路径研究[J].学习与探索,2018(5).
[14]韩素兰,王红娟.需求·目标·课程·师资·方式五维互动---中小学骨干教师培训模式实践研究[J].保定学院学报,2014,27(1).
[15]靳玉乐,罗生全.中小学教师的课程取向及其特点[J].课程·教材·教法,2007(4).
[16]姜勇,高维华,朱文佳.教师教育转型研究:“虚拟现场”与教师成长[J].全球教育展望,2006(6).
[17]克龙巴赫.通过评价改进教程[A].陈玉坤,赵中建,译.瞿葆奎.教育学文集·教育评价[C].北京:人民教育出版社,1989.
[18]檀传宝.论教师的幸福[J].教育科学,2002,18(1).