芬兰学科教师职前教育实习的经验与启示——以赫尔辛基大学为例
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摘要
芬兰教师教育的目的是培养理论与实践相结合的教学专业人员。为了达到这一目标,师范生不仅需要学习理论知识,还需要通过持续性的教育实习活动来强化理论与实践之间的联系。赫尔辛基大学是芬兰培养学科教师的重要机构,其学科教师职前教育实习的实施包括建立学科教师职前教育实习联盟、统一培训实习指导教师、设置结构化的教育实习课程、制定科学的教育实习目标等内容。对其实施经验及特色进行深入分析,可为我国师范生职前教育实习的改进提供参考与借鉴。
The purpose of teacher education in Finland is to cultivate teaching professionals who can connect theory with practice. In order to achieve this goal, student teachers not only need to learn theoretical knowledge, but also need to strengthen the relationship between theory and practice through continuous internship. Helsinki University is a famous university for the preparation of subject teachers in Finland, and has accumulated rich experience in the area of internship, such as the establishment of a pre-service Field School Network, the unified training of mentors, the construction of a structured internship curriculum etc. Through in-depth analysis, some enlightenments are put forward for the improving of student teachers' internship in China.
The purpose of teacher education in Finland is to cultivate teaching professionals who can connect theory with practice. In order to achieve this goal, student teachers not only need to learn theoretical knowledge, but also need to strengthen the relationship between theory and practice through continuous internship. Helsinki University is a famous university for the preparation of subject teachers in Finland, and has accumulated rich experience in the area of internship, such as the establishment of a pre-service Field School Network, the unified training of mentors, the construction of a structured internship curriculum etc. Through in-depth analysis, some enlightenments are put forward for the improving of student teachers' internship in China.
引文
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[2] University of Helsinki.Teaching qualifications in Finland [EB/OL].[2017-04-02].http://www.helsinki.fi/teachereducation/step/information/qualifications/index.html.
[3] MILENA V Z,JANEZ V .European dimensions of teacher education:similarities and differences [M].Kranj,Slovenia:Faculty of Education,University of Ljubljana,Slovenia and The National School of Leadership in Education,2011:42.
[4] University of Helsinki.Structure of pedagogical studies for teachers (60ECTS credits)[EB/OL].[ 2017-03-27].http://www.helsinki.fi/teachereducation/education/subjectteacher/structure%20of%20pedagogical%20studies%20for%20teachers%202008.pdf.
[5] Field School Network [EB/OL] .[ 2017-03-27].http://www.helsinki.fi/teachereducation/step/teachingpractice/field_schools/field_school_network/index.html.
[6] University of Helsinki.Step basic practice for mentors [EB/OL].[2017-03-30] .http://www.helsinki.fi/teachereducation/step/teachingpractice/basic_practice/STEP%20Basic%20Practice%20for%20Mentors.pdf.
[7] University of Helsinki.Advanced practice information for mentors [EB/OL].[2017-03-30].http://www.helsinki.fi/teachereducation/step/teachingpractice/advanced_practice/STEP%20Advanced%20Practice%20for%20Mentors.pdf.
[8] 饶从满,李广平.芬兰研究本位教师教育模式:历史考察与特征解析[J].外国教育研究,2016(12):3-20.
[9] 李斌辉,张家波.师范生教育实习的风险及规避[J].教育发展研究,2016(10):33-40.
[10] University of Helsinki.Completing the school as a community module at a field school [EB/OL].[2017-03-30].http://www.helsinki.fi/teachereducation/step/teachingpractice/support_materials/School%20as%20a%20Community.pdf.
[11] 何倩.芬兰中小学教师职前培养制度的特点及启示——以赫尔辛基大学为例[J].外国教育研究,2009(10):45-49.
[12] FEIMAN-NEMSER S.Helping novices learn to teach :lessons from an exemplary support teacher [J].Journal of Teacher Education,2001(1):17-30.
[13] HANNELE N.Educating student teachers to become high quality professionals-a Finnish case[J].CEPS Journal,2011(1):28-35.
[14] 李亚飞,何慧星.基于利益相关者视角的高校师范生教育实习基地建设[J].煤炭高等教育,2014(1):104-109.
[15] 李福华.利益相关者视野中大学的责任[J].高等教育研究,2007(1):50-53.
[16] 卢俊勇,陶青.教育实习:学徒制抑或实验制?——杜威的观点[J].外国教育研究,2016(9):13-24.
[2] University of Helsinki.Teaching qualifications in Finland [EB/OL].[2017-04-02].http://www.helsinki.fi/teachereducation/step/information/qualifications/index.html.
[3] MILENA V Z,JANEZ V .European dimensions of teacher education:similarities and differences [M].Kranj,Slovenia:Faculty of Education,University of Ljubljana,Slovenia and The National School of Leadership in Education,2011:42.
[4] University of Helsinki.Structure of pedagogical studies for teachers (60ECTS credits)[EB/OL].[ 2017-03-27].http://www.helsinki.fi/teachereducation/education/subjectteacher/structure%20of%20pedagogical%20studies%20for%20teachers%202008.pdf.
[5] Field School Network [EB/OL] .[ 2017-03-27].http://www.helsinki.fi/teachereducation/step/teachingpractice/field_schools/field_school_network/index.html.
[6] University of Helsinki.Step basic practice for mentors [EB/OL].[2017-03-30] .http://www.helsinki.fi/teachereducation/step/teachingpractice/basic_practice/STEP%20Basic%20Practice%20for%20Mentors.pdf.
[7] University of Helsinki.Advanced practice information for mentors [EB/OL].[2017-03-30].http://www.helsinki.fi/teachereducation/step/teachingpractice/advanced_practice/STEP%20Advanced%20Practice%20for%20Mentors.pdf.
[8] 饶从满,李广平.芬兰研究本位教师教育模式:历史考察与特征解析[J].外国教育研究,2016(12):3-20.
[9] 李斌辉,张家波.师范生教育实习的风险及规避[J].教育发展研究,2016(10):33-40.
[10] University of Helsinki.Completing the school as a community module at a field school [EB/OL].[2017-03-30].http://www.helsinki.fi/teachereducation/step/teachingpractice/support_materials/School%20as%20a%20Community.pdf.
[11] 何倩.芬兰中小学教师职前培养制度的特点及启示——以赫尔辛基大学为例[J].外国教育研究,2009(10):45-49.
[12] FEIMAN-NEMSER S.Helping novices learn to teach :lessons from an exemplary support teacher [J].Journal of Teacher Education,2001(1):17-30.
[13] HANNELE N.Educating student teachers to become high quality professionals-a Finnish case[J].CEPS Journal,2011(1):28-35.
[14] 李亚飞,何慧星.基于利益相关者视角的高校师范生教育实习基地建设[J].煤炭高等教育,2014(1):104-109.
[15] 李福华.利益相关者视野中大学的责任[J].高等教育研究,2007(1):50-53.
[16] 卢俊勇,陶青.教育实习:学徒制抑或实验制?——杜威的观点[J].外国教育研究,2016(9):13-24.