土耳其学前教师教育课程改革评述

A Review on the Curriculum of Preschool Teacher Education in Turkey

二十一世纪以来,随着土耳其学前教育的发展,原有的教师教育课程存在的问题不断凸显,已经无法满足学前教育课程改革、家庭和社会以及土耳其加入欧盟的政治等多方面的需要。为此,2006年土耳其高等教育委员会开始了新一轮学前教师教育课程改革。新的课程改革主要采取了以下四方面的重要举措:首先,调整课程结构,增强课程的质量建设;其次,增加土耳其教育体制和社区服务实践相关课程,注重课程内容和教育实践本土化;再次,增加实习环节的指导力度,注重学生实践能力的提升;最后,增加学前儿童入学准备和过渡性课程,促进学前儿童有效的幼小衔接。总体来说,土耳其学前教师教育课程改革体现出三个特点:(1)改革关注现实需求,积极寻求改革突破口;(2)改革注重学术与专业实践的平衡;(3)改革关注个人与社会的和谐共生。

In the 21st century, resulting from the high-speed development of pre-school education, more problems are observed in Turkish teacher education curriculum which can no longer meet the demands of family, society as well as politics joining European Union. Consequently, Turkey has initiated a new curriculum reform for pre-school teacher education in 2006. Four important measures are taken in the new curriculum reform. Firstly, courses structure is adjusted to enhance the quality of teacher education curriculum. Secondly, Turkish education system and Community service practices are added to the curriculum, and the content of teacher education and education practices are localized. Thirdly, more time is allocated for students＇ work placement and teacher supervision is further highlighted, with an aim to improve students＇ practical ability. Finally, more School readiness and transition to elementary education course education courses are offered to ease the transition from early years settings to primary schools. In general, there are three characteristics in this reform：（1）current demands are highly valued to find the way of reform; （2） academic knowledge and professional practice are balanced; （3）the harmony between individual and society is emphasized.