基于“在地实践”的欧洲五国教师教育课程改革述评

The Review on the Reform of Teacher Education Curriculum in Five European Countries

欧洲各国近年来充分认识到推进教师教育课程的改革是提升教师质量,确保学生学业成功的重要基础。教师是否拥有先进的教育观念,是否具备科学、适宜的学科教学知识,是否形成多样、丰富的教育实践智慧,往往与教师教育课程的质量密切相关。为此,近年来欧洲各国大力推进了基于"在地实践"的教育课程改革,它呈现出三个重要特点:首先,以"在地实践"的探索为重要导向,关注教师实践智慧的形成。在教师教育课程的两种模式——"时间顺序模式"和"同时发生模式"——的选择上,坚定地以后者为主要模式。其次,注重通过"在地实践",提升师范生的"专业精神"的培育,注重师范生的专业热忱的涵养。欧洲很多学者指出,以往的教师教育课程对师范生的情感、道德和专业伦理等方面缺乏足够的重视与关注,因此有必要在教师教育课程的目标方面特别突出教师的职业精神与专业热忱。第三,将"专业标准"的建设作为"在地实践"的重要抓手,强化师范生的基本、核心的专业素养。欧洲各国近年来十分关注教师教育课程的"标准"或"大纲"的研制,以"标准"或"大纲"作为教师教育课程改革,特别是评估"在地实践"质量的重要标准。

In recent years, European countries have more and more been fully aware of the teacher education curriculum reform is an important foundation for change and innovation to promote the education system. Whether the teachers have the science, appropriate subject knowledge and proper educational ideas is the formation of a variety of, rich educational practice wisdom, which is often closely related to teacher education curriculum with which they participate. The reform of teacher education curriculum in European countries has mainly three characteristics. Firstly, ＂the presence of practice＂ as an important element, focuses on the formation of teachers＂ practical wisdom. Teacher education curriculum model, a firm based on the ＂concurrent mode＂. Secondly, it puts emphasis on the ＂cultivation of professionalism＂, which concerns to stimulate the enthusiasm of teachers＂ professional enthusiasm. More and more researchers in European countries pointed out that traditional teacher education curriculum are less concerned about the emotional, moral and professional ethics of the student-teachers. It is necessary particularly prominent in the objectives of teacher＇s professional enthusiasm. Thirdly, it focuses on ＂professional standards＂, and strengthens the professionalism of teachers. In order to better promote the professional growth of teachers, European countries in recent years is very concerned about the development of the ＂standard＂ or ＂outline＂, which are important symbols of the teacher education curriculum reform.