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在线阅读 --教育科学版 2019年3期《芬兰“研究取向”的小学教师教育:目标、实施与成效》
芬兰“研究取向”的小学教师教育:目标、实施与成效--[在线阅读]
郑灵臆, 刘宝存
北京师范大学 国际与比较教育研究院, 北京 100875
起止页码: 91--97页
DOI: 10.13763/j.cnki.jhebnu.ese.2019.03.015
摘要
20世纪70年代以来,芬兰的小学教师教育致力于塑造自治的、“研究取向”的小学教师,以区别于受制于外部权威的、传统的小学教师。芬兰“研究取向”的小学教师教育的实施包括培养机构由教师职业研讨班转移至大学教师教育机构、培养层次从三年制学士变为五年制硕士;重视教学实习,加强大学与教师培训学校之间的联系;坚持以学生为中心、多元文化和跨学科的教育理念,鼓励学生自主设计课程。芬兰“研究取向”的小学教师拥有教学法/教育学思维和内化的“研究”态度,小学教师教育者的榜样作用通过提升“研究”能力进一步强化,大学教师教育单位和大学附属教师培训学校之间密切交流与合作。

Research-based primary school teacher education in Finland in aims, actions and effects
ZHENG Ling-yi, LIU Bao-cun
Institute of International and Comparative Education, Beijing Normal University, Beijing 100875, China
Abstract:
Since the 1970s, Finnish primary school teacher education has been dedicated to shaping autonomous, research-based elementary school teachers and distinguishing them from the traditional primary school teachers. The implementation of Finnish research-based primary school teacher education includes the transfer of training institutions from teachers' seminars to university teacher education institutions, and from three-year bachelor to five-year master. Its emphasis is on teaching practice and strengthening the connection between universities and teacher training schools, adhering to student-centered, multicultural and interdisciplinary educational philosophy. Students are encouraged to design their own curricula. Finnish research-based elementary school teachers own pedagogically thinking and an enthusiastic research attitude. The model role of primary school teacher educators is further strengthened by the promotion of their research ability, and the university teacher education unit and teacher training school are closely cooperating with each other.

收稿日期: 2019-03-28
基金项目: 北京市教育科学“十三五”规划2017年度优先关注课题(BEBA17032)

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