我国百年本科教师教育课程结构的演进及特点
|
摘要
本科教师教育是我国教师教育的重要组成部分。一百多年来,我国本科教师教育课程结构经历清末朦胧的意识(学习日本)——民国时期的萌芽(模仿美国)——中华人民共和国成立初期的粗具雏形(照搬苏联)——建设中国特色社会主义阶段的基本固定成型——当今的多样化(借鉴基础上的创新)这样一个演变历程。我国本科教师教育课程结构每一次变迁都与国家、社会、大学、学生以及学科知识的发展等息息相关,是多方因素共同作用的结果。其设计理念从兼顾社会本位和学科本位向"学生本位"主导下的社会本位、学科本位和学生本位等三者融合转变。
Undergraduate teacher education is an important part of teacher education in China. It has been found that over a hundred years,the curriculum structure of four-year university teacher education in our country has experienced such a development process that the dim consciousness in the late Qing Dynasty( learning from Japan)-the germination of the Republic of China( imitating the United States)-the initial embryonic form of the founding of the People's Republic of China( copying the former Soviet Union)-the basic fixation of the stage of building socialism with Chinese characteristics-diversification today( innovation on the basis of learning). Every change in the curriculum structure of four-year university teacher education in China is closely related to the development of the nation,societies,universities,students and subject knowledge,and is the result of the joint action of various factors. Its design idea changes from taking into account the society-centered and disciplines-centered to the integration of society-centered,disciplines-centered and student-centered under the guidance of"student-centered".
Undergraduate teacher education is an important part of teacher education in China. It has been found that over a hundred years,the curriculum structure of four-year university teacher education in our country has experienced such a development process that the dim consciousness in the late Qing Dynasty( learning from Japan)-the germination of the Republic of China( imitating the United States)-the initial embryonic form of the founding of the People's Republic of China( copying the former Soviet Union)-the basic fixation of the stage of building socialism with Chinese characteristics-diversification today( innovation on the basis of learning). Every change in the curriculum structure of four-year university teacher education in China is closely related to the development of the nation,societies,universities,students and subject knowledge,and is the result of the joint action of various factors. Its design idea changes from taking into account the society-centered and disciplines-centered to the integration of society-centered,disciplines-centered and student-centered under the guidance of"student-centered".
引文
[1]罗尧成,李利平.发达国家大学课程结构改革:背景、动向及启示[J].现代教育科学,2005(1):39.
[2]张娜.学前教育课程模式设计研究[D].武汉:华中师范大学博士学位论文,2013:18.
[3]万爱莲.改革开放40年我国本科教师教育课程制度变迁[J].河北师范大学学报:教育科学版,2018(5):27.
[4][7]舒新城.中国近代教育史资料:中册[M].北京:人民教育出版社,1961:21,729-741.
[5]朱有瓛.近代学制史料·第二辑下册[M].上海:华东师范大学出版社,1989:248-261.
[6]王泽普.中国师范教育改革与发展研究[M].桂林:广西师范大学出版社,2001:6.
[8]肖甦.比较教师教育[M].南京:江苏教育出版社,2010:349.
[9]刘问岫.中国师范教育简史[M].北京:人民教育出版社,1984:56-57.
[10][12][15][17]刘捷,谢维和.栅栏内外:中国高等师范教育百年省思[M].北京:北京师范大学出版社,2002:363-364,264,264,265.
[11][18][20]金忠明.教师教育的历史、理论与实践[M].上海:上海教育出版社,2008:196,72,201.
[13]靳希斌.教师教育模式研究[M].北京:北京师范大学出版社,2009:30.
[14][16][19]中国教育年鉴编辑部.中国教育年鉴(1949-1981)[M].北京:中国大百科全书出版社,1984:259,260-261,261-264.
[21]张华.课程与教学论[M].上海:上海教育出版社,2000:234.
[22]费正清.费正清自传[M].黎鸣,等,译.天津:天津人民出版社,1993:28.
[23]鲁静.我国教师教育课程体系的历史和逻辑分析——以华东师范大学为例[J].教师教育研究,2010(5):66.
[24]刘献君,李培根.教育理念创新与建设高等教育强国[M].北京:高等教育出版社,2016:124.
[2]张娜.学前教育课程模式设计研究[D].武汉:华中师范大学博士学位论文,2013:18.
[3]万爱莲.改革开放40年我国本科教师教育课程制度变迁[J].河北师范大学学报:教育科学版,2018(5):27.
[4][7]舒新城.中国近代教育史资料:中册[M].北京:人民教育出版社,1961:21,729-741.
[5]朱有瓛.近代学制史料·第二辑下册[M].上海:华东师范大学出版社,1989:248-261.
[6]王泽普.中国师范教育改革与发展研究[M].桂林:广西师范大学出版社,2001:6.
[8]肖甦.比较教师教育[M].南京:江苏教育出版社,2010:349.
[9]刘问岫.中国师范教育简史[M].北京:人民教育出版社,1984:56-57.
[10][12][15][17]刘捷,谢维和.栅栏内外:中国高等师范教育百年省思[M].北京:北京师范大学出版社,2002:363-364,264,264,265.
[11][18][20]金忠明.教师教育的历史、理论与实践[M].上海:上海教育出版社,2008:196,72,201.
[13]靳希斌.教师教育模式研究[M].北京:北京师范大学出版社,2009:30.
[14][16][19]中国教育年鉴编辑部.中国教育年鉴(1949-1981)[M].北京:中国大百科全书出版社,1984:259,260-261,261-264.
[21]张华.课程与教学论[M].上海:上海教育出版社,2000:234.
[22]费正清.费正清自传[M].黎鸣,等,译.天津:天津人民出版社,1993:28.
[23]鲁静.我国教师教育课程体系的历史和逻辑分析——以华东师范大学为例[J].教师教育研究,2010(5):66.
[24]刘献君,李培根.教育理念创新与建设高等教育强国[M].北京:高等教育出版社,2016:124.