外国教育研究

2016, v.43;No.318(12) 3-20

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芬兰研究本位教师教育模式:历史考察与特征解析
Research-based Approach to Teacher Education in Finland:an Analysis of its History and Features

饶从满;李广平;
RAO Congman;LI Guangping;Institute of International and Comparative Education,Northeast Normal University;Institute of Teacher Education,Northeast Normal University;

摘要(Abstract):

进入21世纪以来,伴随芬兰学生在OECD举办的PISA测试中连续取得好成绩,芬兰的教育引起国际社会的广泛关注。人们在分析芬兰教育取得巨大成功背后的原因时,常常会举出其研究本位的教师教育模式。在20世纪70年代的教师教育改革基础上发展而来的芬兰教师教育,在目标上聚焦于培养基于研究的教学思维;在内容上以研究性学习为教师教育课程的重要要素;在方式上以研究本位的教学思维作为促进理论与实践融合的黏合剂。它由于在目标、内容和方式等几个主要维度上均体现了"研究本位"的特征,从而名副其实地被称为研究本位教师教育模式。
The Finnish education has attracted widespread attention in the global community with Finnish students continuously getting good results in OECD-administered PISA test since the beginning of the new millennium. When analyzing the reason behind itseducational success,people often cited its research-based teacher education as one of themost important factors. Developed on the basis of the teacher education reform in the1970 s,research-based teacher education has focused on educating research-based pedagogical thinking as its aim,taken research studies as an important element of teacher education curriculum in terms of content,and regarded research-based pedagogical thinking as the connection glue for the integration of theory and practice in terms of approach. Precisely because the feature of "research-oriented" is reflected in its important dimensions of aim,content and approach,Finnish teacher education can be called veritable research-based teacher education.

关键词(KeyWords): 芬兰;教师教育;研究本位;教师教育模式
Finland;teacher education;research-based;teacher education approach

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基金项目(Foundation): 教育部教师工作司委托项目“卓越中学教师培养计划项目评价指标体系与实施办法研究”

作者(Author): 饶从满;李广平;
RAO Congman;LI Guangping;Institute of International and Comparative Education,Northeast Normal University;Institute of Teacher Education,Northeast Normal University;

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