教育实习：理论研究与对英国实践的反思
摘要
由于教学本身是一种极具复杂性、情境性与实践性的活动,所以再好的教师教育理论课程,也代替不了真实的教学情境。于是,师资培育机构除了安排教育专业科目外,还安排了教育实习这一学习过程,目的是使准教师能够在教学实践中了解教学的复杂性,能够融合教育专业的理论知识,练习专业的综合判断能力,养成基本的教学技能,体认与反思教师的角色与职责,从而缩短入职适应期,并为未来的专业发展奠定基础。因此,教育实习不仅成为职前教师教育中“无争论余地”的必要因素,且具有“画龙点睛”般的重要作用。虽然如此,但在实践中,教育实习却由于一系列问题的存在而难以发挥应有效用,流于形式的现象时有发生。正因如此,造成了毕业生缺乏实践教学经验,入职困难、入职适应期延长等严重问题。这一现象引起了各国教师教育研究者的反思。人们意识到,教师职业的专业性应最终体现在其专业实践之中,为此从20世纪80年代以来,在世界范围内,支撑着教师教育的理念根基已经发生了由以往的“理论”转向关注“实践”的变革。
反观国内,由于教育实习的陈年积弊以及教师教育领域面临的挑战,我国教育实习改革势在必行。这就要求我们对有关教育实习的本质、特征、价值及其理论基础等基本问题进行深入研究与进一步的理论论证,而且在实践中,也不可避免地需要借鉴、吸取其他国家已有的经验和教训。而在教育实习的制度化发展过程中,英国是在世界上较早开展教育实习的国家,其不仅实习观与实习模式的变革与更迭过程具有典型化的意义,而且在教育实习理念及其课程设计、制度规划等方面都积累了丰富的经验,且其存在的问题也可以为我国的教育实习改革提供较好的镜鉴。为此,本研究选取英国教育实习作为一个案例,对其教育实习从历史沿革到现实发展进行了完整的呈现,并对其发展的动因、效果、问题等进行了深入的反思。
为此,基于研究的需要,本论文从理论和实践两个维度展开对教育实习的研究。
本论文由引言和正文六章组成。
引言主要介绍论题的研究意义、研究的核心问题、国内外研究现状、研究思路、研究线索与研究方法,并对相关概念进行界定和说明。
第一章主要探讨教育实习的本质、特征、价值与作用等基本理论问题。
第二章借助于教师知识理论、建构主义理论以及教师专业社会化理论对实习教师的知识发展、学习过程以及专业社会化进程进行理论上的阐释。
第三章对英国教育实习进行历史研究,揭示并分析其实习观与实习模式的嬗变历程。
第四章对英国教育实习的现实发展进行全面、系统的透视,并以牛津大学教育实习项目作为案例分析其理念与实施模式。
第五章对英国教育实习的历史沿革与现实发展进行全方位的深度解读,并反思其发展动因,归纳其特色,考察其效果,挖掘其存在的问题与不足。
第六章对教育实习进行批判性思考,在剖析教育实习局限性的基础上对教育实习的未来发展与改革提出建议。
As the teaching is a highly complex, situational and practical activities, therefore, even the best teacher education theoretical curriculum is also no substitute for real teaching situations. As a result, teacher education institutions in addition to arrange education professional subjects, and also arrange for the student teaching practice in this learning process. The purpose is to enable prospective teachers to understand the complexity of teaching in teaching practice, to be able to integrate theoretical knowledge of the teaching profession, to exercise professional comprehensive ability to judge, to develop basic teaching skills, and to realize roles and responsibilities of teachers, thus shorten the entry adaptation period, and to lay the foundation for future professional development. Therefore, the student teaching practice has not only become "no room for controversy" the necessary elements in the pre-service teacher education, and has an important role like "finishing touch". Even so, in practice, due to the presence of a range of problems, student teaching practice is hard to achieve the desired effect, a mere formality phenomena often occur. For this reason, it results in graduates for lack of practical teaching experience, recruitment difficulties, and for extending adaptation period of the entry and even serious problems. This phenomenon arouses reflections of teacher education researchers in various countries. It is recognized that the professionalism of the teaching profession should eventually be reflected in their professional practice, so since the 1980s, around the world, there has been a turning about the foundation of teacher education from the previous "theory" to concerning "practice".
As aging long-standing abuse of the student teaching practice, as well as the challenges faced by the field of teacher education, China's reform of student teaching practice is on imperative. This requires us to be related to the nature, characteristic, value and theoretical basis of such basic questions of student teaching practice to conduct in-depth research and further theoretical argument, but in practice, it will inevitably need to learn from existing experiences and lessons owned by other countries. In the institutionalization of the development process of student teaching practice, the UK is the country which is earlier for implementing student teaching practice in the world. Not only its changing process of internship concept and practice patterns has typical meaning, but also its idea and curriculum design, system planning, and so the experience it has accumulated and the achieved good results of student teaching practice in the UK can provide better reference for China's reform.
To this end, based on researching needs, the author starts the study on student teaching practice from the theoretical and practical dimensions in this dissertation.
The dissertation consists of the introduction part and six chapters.
The introduction part introduces the significance, the core issues, the content, the clues and methods of the study, and makes literature review and defines some related terms or concepts.
The first chapter mainly discusses the basic theoretical issues such as the nature, characteristics, significance and function of student teaching practice.
The second chapter is to make an explanation on the knowledge developing, learning process and professional socialization process of student teachers based on the exploration to teacher knowledge theory, constructivism theory and teacher professional socialization theory.
The third chapter is to explore student teaching practice in the UK historically, reveal and analyze its internship concept and practice mode evolution process.
The forth chapter mainly examines the current development of student teaching practice in the UK comprehensively and systematically, and taking Oxford University Student Teaching Program as an example to analyze its concept and implementation modalities.
The fifth chapter is to interpret and reflect on the history and current development of British student teaching practice, including investigating and reflecting on its development dynamics, interpreting its own characteristics, examining its effect, and exploring its existing problems and shortcomings.
The sixth chapter is mainly to make a critical thinking about student teaching practice, and based on the analysis of the limitation of student teaching practice, the author also points out some recommendations for the future development and reform of student teaching practice
反观国内,由于教育实习的陈年积弊以及教师教育领域面临的挑战,我国教育实习改革势在必行。这就要求我们对有关教育实习的本质、特征、价值及其理论基础等基本问题进行深入研究与进一步的理论论证,而且在实践中,也不可避免地需要借鉴、吸取其他国家已有的经验和教训。而在教育实习的制度化发展过程中,英国是在世界上较早开展教育实习的国家,其不仅实习观与实习模式的变革与更迭过程具有典型化的意义,而且在教育实习理念及其课程设计、制度规划等方面都积累了丰富的经验,且其存在的问题也可以为我国的教育实习改革提供较好的镜鉴。为此,本研究选取英国教育实习作为一个案例,对其教育实习从历史沿革到现实发展进行了完整的呈现,并对其发展的动因、效果、问题等进行了深入的反思。
为此,基于研究的需要,本论文从理论和实践两个维度展开对教育实习的研究。
本论文由引言和正文六章组成。
引言主要介绍论题的研究意义、研究的核心问题、国内外研究现状、研究思路、研究线索与研究方法,并对相关概念进行界定和说明。
第一章主要探讨教育实习的本质、特征、价值与作用等基本理论问题。
第二章借助于教师知识理论、建构主义理论以及教师专业社会化理论对实习教师的知识发展、学习过程以及专业社会化进程进行理论上的阐释。
第三章对英国教育实习进行历史研究,揭示并分析其实习观与实习模式的嬗变历程。
第四章对英国教育实习的现实发展进行全面、系统的透视,并以牛津大学教育实习项目作为案例分析其理念与实施模式。
第五章对英国教育实习的历史沿革与现实发展进行全方位的深度解读,并反思其发展动因,归纳其特色,考察其效果,挖掘其存在的问题与不足。
第六章对教育实习进行批判性思考,在剖析教育实习局限性的基础上对教育实习的未来发展与改革提出建议。
As the teaching is a highly complex, situational and practical activities, therefore, even the best teacher education theoretical curriculum is also no substitute for real teaching situations. As a result, teacher education institutions in addition to arrange education professional subjects, and also arrange for the student teaching practice in this learning process. The purpose is to enable prospective teachers to understand the complexity of teaching in teaching practice, to be able to integrate theoretical knowledge of the teaching profession, to exercise professional comprehensive ability to judge, to develop basic teaching skills, and to realize roles and responsibilities of teachers, thus shorten the entry adaptation period, and to lay the foundation for future professional development. Therefore, the student teaching practice has not only become "no room for controversy" the necessary elements in the pre-service teacher education, and has an important role like "finishing touch". Even so, in practice, due to the presence of a range of problems, student teaching practice is hard to achieve the desired effect, a mere formality phenomena often occur. For this reason, it results in graduates for lack of practical teaching experience, recruitment difficulties, and for extending adaptation period of the entry and even serious problems. This phenomenon arouses reflections of teacher education researchers in various countries. It is recognized that the professionalism of the teaching profession should eventually be reflected in their professional practice, so since the 1980s, around the world, there has been a turning about the foundation of teacher education from the previous "theory" to concerning "practice".
As aging long-standing abuse of the student teaching practice, as well as the challenges faced by the field of teacher education, China's reform of student teaching practice is on imperative. This requires us to be related to the nature, characteristic, value and theoretical basis of such basic questions of student teaching practice to conduct in-depth research and further theoretical argument, but in practice, it will inevitably need to learn from existing experiences and lessons owned by other countries. In the institutionalization of the development process of student teaching practice, the UK is the country which is earlier for implementing student teaching practice in the world. Not only its changing process of internship concept and practice patterns has typical meaning, but also its idea and curriculum design, system planning, and so the experience it has accumulated and the achieved good results of student teaching practice in the UK can provide better reference for China's reform.
To this end, based on researching needs, the author starts the study on student teaching practice from the theoretical and practical dimensions in this dissertation.
The dissertation consists of the introduction part and six chapters.
The introduction part introduces the significance, the core issues, the content, the clues and methods of the study, and makes literature review and defines some related terms or concepts.
The first chapter mainly discusses the basic theoretical issues such as the nature, characteristics, significance and function of student teaching practice.
The second chapter is to make an explanation on the knowledge developing, learning process and professional socialization process of student teachers based on the exploration to teacher knowledge theory, constructivism theory and teacher professional socialization theory.
The third chapter is to explore student teaching practice in the UK historically, reveal and analyze its internship concept and practice mode evolution process.
The forth chapter mainly examines the current development of student teaching practice in the UK comprehensively and systematically, and taking Oxford University Student Teaching Program as an example to analyze its concept and implementation modalities.
The fifth chapter is to interpret and reflect on the history and current development of British student teaching practice, including investigating and reflecting on its development dynamics, interpreting its own characteristics, examining its effect, and exploring its existing problems and shortcomings.
The sixth chapter is mainly to make a critical thinking about student teaching practice, and based on the analysis of the limitation of student teaching practice, the author also points out some recommendations for the future development and reform of student teaching practice
引文
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①Ibid,125-6.转载自:Donald McIntyre.The Oxford Internship Scheme and the Cambridge Analytical Framework: Models of Partnership in Initial Teacher Education [A].M.B.Booth, V.J.Furlong and M.Wilkin.Partnership in Initial Teacher Training[C].London: Cassell Educational Limited, 1990.112.
②Ibid.,8-9.
③Furlong,V.J., Hirst, P.H.,Pocklington, K.and Miles, S..Initial Teacher Training and the Role of the School[M].Milton Keynes: Open University Press, 1988.132.
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