“外延”到“内涵”:改革开放40年我国师范生教育实践的发展

"Extension" to "Connotation":the development of pedagogical practice of normal students in China——40 years of reform and opening up

回顾我国改革开放40年来,社会发展决定师范教育政策的导向,师范生教育实践固然与师范教育的地位、功能、价值等方面有密切的联系,归纳整理有关我国师范生教育实践的政策文本发现,其经历了1978-1984年恢复时期主要培养合格教师,满足社会需求;1985-1998年探索时期主要培养合格人才,控制数量,提高质量;1999-2009年调整时期主要培养高素质教师,内涵建设;2010至今深化时期,主要培养卓越教师,满足社会兼顾师范生自身发展需求。

Looking back on the 40 years since China’s reform and opening up,the social development has decided the orientation of normal education policy.Of course,the educational practice of normal students is closely related to the status,function and value of normal education.In the recovery period from 1978 to 1984,we mainly trained qualified teachers to meet the needs of the society;in the exploration period from 1985 to 1998,we mainly trained qualified personnel,controlled the quantity and improved the quality;in the adjustment period from 1999 to 2009,we mainly trained high-quality teachers,connotation construction;in the deepening period from 2010 to now,we mainly trained outstanding teachers to meet the needs of both society and society.Gu normal students need their own development.