美国融合型教师教育模式的结构特征分析——以恩伯利亚州立大学和夏威夷大学为例被引量：3

Structural features of the integrated teacher education in USA——A case study of Emporia State University and University of Hawaii

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摘要理论与实践关系问题是教师教育中一个长期未得到妥善解决的老大难问题,一个重要原因在于使用二分法的加法思维审视这一难题。这一问题的解决不仅涉及到理论与实践课程比例的多少,还受到理论与实践的结构、各自的品质、所属群体文化联结以及不同层次的教师观的影响,用"四维度二层次"的分析框架对两个典型的融合型教师教育模式进行解构,分析其结构特征,以期引发对这一难题新的认识。 The relationship between theory and practice in teacher education remains problematic in that it is handled in terms of dichotomy.Varied factors restrict the proper approaches,say,the ratio,structure,quality,and cultural properties of theory versus practice.Therefore,this paper is aimed to explore structural features of the integrated model of teacher education using the four dimensions and two-levels as a framework.

作者苗学杰

机构地区河南师范大学教育与教师发展学院

出处《河北师范大学学报（教育科学版）》北大核心 2013年第2期60-66,共7页 Journal of Hebei Normal University(Educational Science)

基金教育部人文社会科学研究青年基金"语言教师专业判断发展研究"(12YJC740014)阶段性成果之一河南师范大学博士科研启动费支持课题"融合的教师教育--教师职前教育理论与实践关系研究"(11156)

关键词教师教育理论与实践融合型教师教育教师培养 teacher education theory and practice integrated teacher education teacher training

分类号 G535.7 [文化科学—教育学]

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