实践取向的英国职前教师教育研究
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摘要
英国教师教育源于17世纪，经过300多年的发展历程，形成了自己独具特色的文化和内涵。20世纪80年代，为了促进经济发展，英国率先开展职前教师教育改革，推行“以学校为中心”的职前教师教育培养模式，期望通过这种新的模式能最大限度的改善师范生教育中理论脱离实际的弊端。该模式自实施以来，历经20多年不断的探索与完善，取得了令人瞩目的成就，并成为了英国职前教师教育的一大特色，在提高未来教师实践能力上，也找到了一种成熟的培养方法。
在研究方法上，本文主要运用文献法、比较法和案例法等研究方法。在充分占有资料的基础上，本文从实践的角度剖析英国职前教师教育的改革及其现状，然后通过归纳其主要特点和发展模式，逐步从实践上把握英国职前教师教育的成功之处，并通过案例分析深化对其以实践为基础的核心价值观的理解，以期为我国职前教师教育的改革提供一定的借鉴。
全文除了绪论与结语之外共分为五个部分。
第一部分以英国的社会及历史背景为出发点，介绍了英国政府自上而下推行的以实践为导向的职前教师教育改革。
第二部分介绍了英国职前教师教育的两个理论基础：情境认知与学习理论和缄默知识理论，以及它们对实践取向的英国职前教师教育产生的影响。
第三部分分析了英国职前教师教育的现状，重点从政策支持、培养目标、实施模式、课程模式四个方面着手，对英国职前教师教育如何在教师培养过程中突出实践取向进行了剖析。
第四部分举例英国政府开展的职前教师教育项目——BaT，该项目通过对职前教师的问卷调查和案例分析研究英国教师培养中的问题，本文呈现了其部分案例和研究。
第五部分从英国职前教师教育所取得的成功经验和不足之处两个方面，对实践取向的英国职前教师教育进行了深入评析，并总结了其对我国职前教师教育改革所带来的启示。
Teacher Education in Britain originated in the17th century, after300years of development, formedtheir own unique culture and meaning. In the1980s, in order to promote economic development, the UnitedKingdom take the lead in reforming pre-service teacher education, carry out a "school-based" pre-serviceteacher education training mode, and expect this new model to change the drawbacks of theory divorcedfrom reality. Since that time, after20years of continuous exploration and improvement, the mode has maderemarkable achievements, and becoming the most significant feature of the pre-service teacher education inBritain, in improving the practical ability of the future teachers, this mode also to find mature methods.These researches provide a reference for the reform of China's pre-service teacher education.
About the methods of study, the dissertation mainly uses the method of literature, the method ofcomparison and the method of case etc. On the basis of adequate relevant materials adequately relevantmaterials, this article analyze British pre-service teacher education reform and its current situation at theaspect of practice, then generalize its main features and development models to gradually grasp the successof teacher education in British with practical, moreover, a case study was introduced to deepenunderstanding of their core values which based on practice. The research expected to be helpful forpre-service teacher education reform of China.
This paper is divided into five parts in addition to the introduction and conclusion.
The first part begins with the social and historical background of English to introduce the BritishGovernment's top-down implementation of practice-oriented pre-service teacher education reform.
The second part describes the theoretical basis of the pre-service teacher education in England: Situated Cognition and Learning Theory and Tacit Knowledge theory, and their impact on practice-orientedpre-service teacher education in England.
The third part analyzes the status of pre-service teacher education in England, focus on four aspects ofpolicy support, training objectives, implementation mode and curriculum training models to praise how theBritish pre-service teacher education highlight the practice orientation in the teacher training process.
The fourth part gives an example of the British government leaded pre-service teacher educationproject--BaT, the project study through questionnaires and case studies to demonstrate questions in initialteacher training of the British, this paper presents a part of their case and research.
The fifth part consider from the two sides of the successful experience and disadvantages of Britishpre-service teacher education to comment on their pre-service teacher education on practical views, thensummed up the revelations for the corresponding reformation of China.
在研究方法上，本文主要运用文献法、比较法和案例法等研究方法。在充分占有资料的基础上，本文从实践的角度剖析英国职前教师教育的改革及其现状，然后通过归纳其主要特点和发展模式，逐步从实践上把握英国职前教师教育的成功之处，并通过案例分析深化对其以实践为基础的核心价值观的理解，以期为我国职前教师教育的改革提供一定的借鉴。
全文除了绪论与结语之外共分为五个部分。
第一部分以英国的社会及历史背景为出发点，介绍了英国政府自上而下推行的以实践为导向的职前教师教育改革。
第二部分介绍了英国职前教师教育的两个理论基础：情境认知与学习理论和缄默知识理论，以及它们对实践取向的英国职前教师教育产生的影响。
第三部分分析了英国职前教师教育的现状，重点从政策支持、培养目标、实施模式、课程模式四个方面着手，对英国职前教师教育如何在教师培养过程中突出实践取向进行了剖析。
第四部分举例英国政府开展的职前教师教育项目——BaT，该项目通过对职前教师的问卷调查和案例分析研究英国教师培养中的问题，本文呈现了其部分案例和研究。
第五部分从英国职前教师教育所取得的成功经验和不足之处两个方面，对实践取向的英国职前教师教育进行了深入评析，并总结了其对我国职前教师教育改革所带来的启示。
Teacher Education in Britain originated in the17th century, after300years of development, formedtheir own unique culture and meaning. In the1980s, in order to promote economic development, the UnitedKingdom take the lead in reforming pre-service teacher education, carry out a "school-based" pre-serviceteacher education training mode, and expect this new model to change the drawbacks of theory divorcedfrom reality. Since that time, after20years of continuous exploration and improvement, the mode has maderemarkable achievements, and becoming the most significant feature of the pre-service teacher education inBritain, in improving the practical ability of the future teachers, this mode also to find mature methods.These researches provide a reference for the reform of China's pre-service teacher education.
About the methods of study, the dissertation mainly uses the method of literature, the method ofcomparison and the method of case etc. On the basis of adequate relevant materials adequately relevantmaterials, this article analyze British pre-service teacher education reform and its current situation at theaspect of practice, then generalize its main features and development models to gradually grasp the successof teacher education in British with practical, moreover, a case study was introduced to deepenunderstanding of their core values which based on practice. The research expected to be helpful forpre-service teacher education reform of China.
This paper is divided into five parts in addition to the introduction and conclusion.
The first part begins with the social and historical background of English to introduce the BritishGovernment's top-down implementation of practice-oriented pre-service teacher education reform.
The second part describes the theoretical basis of the pre-service teacher education in England: Situated Cognition and Learning Theory and Tacit Knowledge theory, and their impact on practice-orientedpre-service teacher education in England.
The third part analyzes the status of pre-service teacher education in England, focus on four aspects ofpolicy support, training objectives, implementation mode and curriculum training models to praise how theBritish pre-service teacher education highlight the practice orientation in the teacher training process.
The fourth part gives an example of the British government leaded pre-service teacher educationproject--BaT, the project study through questionnaires and case studies to demonstrate questions in initialteacher training of the British, this paper presents a part of their case and research.
The fifth part consider from the two sides of the successful experience and disadvantages of Britishpre-service teacher education to comment on their pre-service teacher education on practical views, thensummed up the revelations for the corresponding reformation of China.
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