剑桥大学教育实习项目理论基础研究

A Study on the Theoretical Foundation of Cambridge University Internship Scheme

教育实习是职前教师教育改革的重点和难点。加强教育实习的理论思考,可以为教育实习革新乃至整个教师教育发展与变革提供理论依据。在英国取得最好评价等级的剑桥大学教育实习项目,在其理论基础构建过程中,借鉴并应用了美国学者唐纳德·舍恩的"反思性实践"理论、英国教育学家巴兹尔·伯恩斯坦的符码理论以及英国教育哲学家赫斯特的"知识形式论"及"新理性主义"观。这些理论究其根本,都强调了"统合"的理念,这集中表现在对教育实习过程中理论与实践相融合的高度关注。

Student teachers＇ internship is the key and difficult points of the reform of pre-service teacher education. To further strengthen the theoretical thinking of student teachers＇ internship can provide a theoretical basis for the reform of internship scheme and the development and reform of the whole teacher education. With the best evaluation grade in the UK, the internship scheme of Cambridge University has taken advantage and applied such theories as follows： the theory of ＂Reflective Practice＂ of Donald A. Schon, an American scholar, the ＂Code＂ theory of Basil Bernstein, a British educationist, and the theory of ＂Knowledge Form＂ and the perspective of ＂Neo Rationalism＂ of Hirst, E H, a British educational philosopher. All of these theories radically emphasized the concept of ＂integration＂, especially the fusion between theory and practice during the process of educational internship has been a great concern.