英国“以学校为基地的”教育实习模式研究
摘要
教育实习是理论与实践相结合的纽带,是引导未来教师进入专业领域的关键环节。我国的教育实习长期以来理论与实践相脱节,教育实习没有发挥应有的效用,实习流于形式,造成毕业生实践教学经验不足,入职适应期长等问题。针对这一问题,我们需要吸收和借鉴其他国家的已有的经验和教训。在教育实习的发展过程中,英国是世界上较早开展教育实习的国家,其丰富的经验和存在的问题值得我们参考。本研究选取在英国被广泛实施的“以学校为基地的”教育实习模式为研究对象。
英国“以学校为基地的”教育实习模式注重教育理论与实践活动的交互出现。它重视中小学在教育实习中的作用,在实习的各方面,如实习时间的安排、内容设置、对指导教师的培训、对实习生成绩的评价上强调大学与中小学的合作,以利于教育理论与实践的结合。
本论文采用文献法、比较法、归纳法、案例法等四种研究方法。在描述该模式的发展历程及现状的基础上,分析实施效果,归纳特征,总结存在的问题,从而为我国的教育实习制度改革提供有参考价值的建议。
论文主体由四部分构成:第一部分,介绍英国“以学校为基地的”教育实习模式的发展历程;第二部分,从教育实习目标、时间和内容、形式、组织管理、实习评价等方面来对英国“以学校为基地的”实习模式的现状进行探讨,并通过案例来加以说明;第三部分,从大学、实习基地的中小学、实习生的专业发展来分析该模式的实习效果,并归纳该模式的特征,对其存在的问题进行分析;第四部分,结合我国教育实习,探讨了我国教育实习中存在的不足,以及英国“以学校为基地的”教育实习模式对我们的启示。
Student teaching practice is the link between theory and practice. It is also a key process through which future teachers enter the area of professional teaching. Over the years, student teaching practice in China does not integrate theory and practice. Instead of making its best function as it should be, student teaching practice has become merely formalistic. As a result, student teachers are under-experienced in teaching and it always takes them a long time to adapt to their positions in a school. At this point, we need to learn lessons and experiences from other countries like UK, who has a longer history in developing student teaching practice programs. The study object of this paper is the“school-based”student teaching practice model that is widely implemented in UK.
This“school-based”student teaching practice model is featured by the interactive appearance of educational theories and practice activities. It emphasizes the role that primary and secondary schools should play in student teaching practice. Precisely, it highlights the co-operation between college and primary and secondary school in terms of internship time, practice content, training of the supervisor teacher and the assessment of the student teacher.
This paper is based on four research methods: documentation analysis, comparative method, inductive method and case study method. This paper describes the development history and current status of this student teaching practice model and puts an emphasis on analysing its application effect, features and also the problems it presents, with the hope that this paper can be valued for China’s teaching practice reform.
There are four parts in this paper.Part I:A brief background introduction to“school-based”Student teaching practice;Part II: Analyze the current situation of school-based student teaching practice model, mainly describe the objectives, time and contents, forms, organization and management., evaluation;Part III: Analyze the effects, characteristics and the main problems of school-based student teaching practice model;Part IV: Analyze the problems of the student teaching practice in China. And then discuss about how to make improvement for us, from the experience of the“School-based”student teaching model in UK.
英国“以学校为基地的”教育实习模式注重教育理论与实践活动的交互出现。它重视中小学在教育实习中的作用,在实习的各方面,如实习时间的安排、内容设置、对指导教师的培训、对实习生成绩的评价上强调大学与中小学的合作,以利于教育理论与实践的结合。
本论文采用文献法、比较法、归纳法、案例法等四种研究方法。在描述该模式的发展历程及现状的基础上,分析实施效果,归纳特征,总结存在的问题,从而为我国的教育实习制度改革提供有参考价值的建议。
论文主体由四部分构成:第一部分,介绍英国“以学校为基地的”教育实习模式的发展历程;第二部分,从教育实习目标、时间和内容、形式、组织管理、实习评价等方面来对英国“以学校为基地的”实习模式的现状进行探讨,并通过案例来加以说明;第三部分,从大学、实习基地的中小学、实习生的专业发展来分析该模式的实习效果,并归纳该模式的特征,对其存在的问题进行分析;第四部分,结合我国教育实习,探讨了我国教育实习中存在的不足,以及英国“以学校为基地的”教育实习模式对我们的启示。
Student teaching practice is the link between theory and practice. It is also a key process through which future teachers enter the area of professional teaching. Over the years, student teaching practice in China does not integrate theory and practice. Instead of making its best function as it should be, student teaching practice has become merely formalistic. As a result, student teachers are under-experienced in teaching and it always takes them a long time to adapt to their positions in a school. At this point, we need to learn lessons and experiences from other countries like UK, who has a longer history in developing student teaching practice programs. The study object of this paper is the“school-based”student teaching practice model that is widely implemented in UK.
This“school-based”student teaching practice model is featured by the interactive appearance of educational theories and practice activities. It emphasizes the role that primary and secondary schools should play in student teaching practice. Precisely, it highlights the co-operation between college and primary and secondary school in terms of internship time, practice content, training of the supervisor teacher and the assessment of the student teacher.
This paper is based on four research methods: documentation analysis, comparative method, inductive method and case study method. This paper describes the development history and current status of this student teaching practice model and puts an emphasis on analysing its application effect, features and also the problems it presents, with the hope that this paper can be valued for China’s teaching practice reform.
There are four parts in this paper.Part I:A brief background introduction to“school-based”Student teaching practice;Part II: Analyze the current situation of school-based student teaching practice model, mainly describe the objectives, time and contents, forms, organization and management., evaluation;Part III: Analyze the effects, characteristics and the main problems of school-based student teaching practice model;Part IV: Analyze the problems of the student teaching practice in China. And then discuss about how to make improvement for us, from the experience of the“School-based”student teaching model in UK.
引文
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②肖甦主编.比较教师教育[M].南京:江苏教育出版社,2010:47
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①王艳玲,苟顺明.试析英国教师职前教育课程与教学的特征[J].教育科学,2007,(1):78-82.修订
①王较过,朱贺.英国教师职前培养的教育实习及其启示[J].教师教育研究,2007,(4)
①肖甦主编.比较教师教育[M].南京:江苏教育出版社,2010:47
①王艳玲,苟顺明.试析英国教师职前教育课程与教学的特征[J].教育科学,2007,(1):78-82
②肖甦主编.比较教师教育[M].南京:江苏教育出版社,2010:47
①肖甦主编.比较教师教育[M].南京:江苏教育出版社,2010:46-49
①堪启标.英国教师伙伴学校及其质量保证[J].外国教育研究,2005,(8):16-19
①陆淳.英国大学体育教育专业教育实习初探[J].哈尔滨体育学院学报,2006,(5):47-49
①肖甦主编.比较教师教育[M].南京:江苏教育出版社,2010:49-50
①John Furlong, Whiting C..Teacher education in transition:re-forming teacher professionalism [M].Open University Press,London,2000,p104.
①Cherylld,Duquette. Perceptions of Mentor Teachers in School-Based Teacher Education Programs[J].Journal of Education for Teaching, Vol.24, No.2,1998.
①Trisha Maynard. Learning to Teach or Learning to Manage Mentors? Experiences of school-based teachertraining[J]. Mentoring&Tutoring, Vol.8,No.1,2000.
①John Furlong, Whiting C. Teacher education in transition: re-forming teacher professionalism[M]. Open University Press,London,2000,p104.
①哈赛尔·海格等著;马晓梅,张昔阳译.向经验教师学习指南[M].上海:华东师范大学出版社,2009.
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