外国教育研究

2019, v.46;No.350(08) 97-115

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新加坡师范生公费教育内部质量保障机制探究
A Review on Internal Quality Assurance of Government-sponsored Teacher Preparation in Singapore

王晓芳;周钧;孔祥渊;
WANG Xiaofang;ZHOU Jun;KONG Xiangyuan;Institute of Higher Education Research,Shenzhen University;Key Research Institute of Humanities and Social sciences at Universities MOE,Center of Teacher Education Research,Beijing Normal University;Normal College of Shenzhen University;

摘要(Abstract):

近年来,对质量的追求与相应的质量保障成为世界各国教师教育改革的核心议题。始于2007年的师范生公费教育是我国优质师资的重要补充渠道,而如何完善师范院校内部质量保障机制、提升公费师范生培养质量也成为亟待探索的课题。作为为数不多实施师范生公费教育的国家,新加坡从自觉树立质量意识,设定发展性的师范生质量标准和目标,构筑高吸引力与高门槛生源质量保障机制,完善师范生培养课程与提升课堂教学效能,建立完备的师范生教育实习质量保障机制以及对培养项目持续动态评估监控等六个层面构建了公费师范生培养的质量保障链条。
In recent years,the quest for quality and quality assurance have become the key issue of worldwide teacher education reform. Since 2007,government-sponsored teacher preparation has become the significant supplement for high-quality teachers in China.How to enhance the internal quality assurance of government-sponsored teacher preparation has become an urgent issue. Singapore is among the few countries carrying out the government-sponsored teacher preparation programs. Singapore adopts six strategies to construct her quality assurance systems for government-sponsored teacher preparation,including building quality awareness and taking assurance actions,constructing developmental quality standards and aims,ensuring enrollment quality by high attraction and threshold,improving curriculum structure and the efficiency of curriculum delivery,establishing comprehensive quality assurance systems for student teachers' field experience,building continuous dynamic evaluation and monitoring system for preparation programs.

关键词(KeyWords): 新加坡;师范生;公费教育;内部质量保障;教师教育质量保障
Government-sponsored teacher preparation;Internal quality assurance;Teacher education quality;Singapore

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基金项目(Foundation): 2017年度教育部人文社会科学重点研究基地重大项目“中国教师教育质量保障的制度研究”(项目编号:17JJD880003);; 2017年度广东高校省级重点平台和重大科研项目特色创新类项目“广东省中小学教师科研核心素养与科研领导力的提升研究”(项目编号:2017GXJK151)

作者(Author): 王晓芳;周钧;孔祥渊;
WANG Xiaofang;ZHOU Jun;KONG Xiangyuan;Institute of Higher Education Research,Shenzhen University;Key Research Institute of Humanities and Social sciences at Universities MOE,Center of Teacher Education Research,Beijing Normal University;Normal College of Shenzhen University;

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