未来中国教师教育的特性与方向——基于全国27所高等师范院校的调查

Subject Education and Construction of Teachers and Teaching Discipline in Future——Based on Survey of National 27 Teachers' Institutions

2010-2011年间,围绕我国师范院校培养怎样的教师,如何培养教师,以及培养情况究竟如何等三大方面,调研组对全国11个省(直辖市、自治区)的27所高等师范院校开展了师范生培养状况的大规模调查。调查表明,我国基础教育分科教学的特征对于高等师范院校培养未来学科教师具有内在关联;教育类课程设置体现了师范生培养目标,其中学科教育类课程凸显我国教师教学的专业特性;但在教学技能、方法和策略等方面训练中存在重理论,轻实践的现象,师范生的科研水平和科研能力还有待提升。深入推进教师教育的变革,应当加强教育类课程的改革与发展,乃至学科教育类课程及其学习的政策导向,更要通过深入实践的教学科研来促进教学的改革与发展,并在系统的教育理论及专业技能培养和训练基础上,着力发展潜能型的教师教育。

From 2010 to 2011, centering on what type of teachers to be trained, how to train teachers and the way teachers cultivated in our normal institutions of higher education, we carried out a big-size survey of normal students＇ s training in 27 normal institutions of higher education in 11 provinces（municipalities and autonomous regions）. Its findings indicates that elementary teaching in separate subject has internal ties with would-be subject teachers trained by normal institutions of higher education,teaching curriculum design in education category features students＇ training aim, in which courses in education category highlight our teachers and teaching uniqueness. However, theory is emphasized while practice neglected in teaching skill, method and strategy, so normal students＇ academic level and performance are yet to be improved.To press ahead further with reform in teachers and teaching, we should intensify teaching reform and development in education course, education courses and learning policy orientation. Teaching and research into practice are further needed to promote reform and development in teaching and focus on potential teachers＇ teaching on the basis of systematic education theory and specialized skill training as well as training base.