教师培养模式改革若干问题的思考

Issues Concerning the Reform of Teacher Training Mode

近10年来,若干所高校为适应基础教育发展对教师的新的需要,自发地开展了教师培养模式的改革探索,形成了多种教师培养新模式,在很大程度上改变了沿袭多年的单一的教师培养模式,形成了立体的、多样化的教师培养模式的新格局。从对其中“4+2”模式的分析可以看出,它适应了教育发展特别是基础教育发展的需要。但我国在教师培养模式方面的改革还刚刚起步,还面临诸多的困难和挑战。因此,应当确立教师培养模式改革在教师教育改革中的战略地位,加强对教师培养模式的理论研究,促进教师培养模式改革的多元化和整体化,将教师培养模式改革与教师教育改革有机结合,以适应基础教育发展对教师素质不断变化的需要。

Over the past ten years, some universities and colleges began the pioneering efforts to reform the teacher training mode to satisfy the new demand from basic education for new qualified teachers. By adopting such teacher training modes as “2＋2”,“4＋ 1” and “4＋2”, the long existing unitary mode of teacher training has been changed and a three-dimensional and diversified new structure has been formed to a great extent. However, the reform of the teacher training system is still in its early stage and will have to take up new challenges. Therefore, it is necessary to fix the strategic po- sition of the reform of teacher training mode in the whole reform program of teacher education, strengthen the studies in this field and promote the integration of the two kinds of reforms to meet the changing demand for the competence of teachers in basic education.