河北大学学报(哲学社会科学版) ›› 2022, Vol. 47 ›› Issue (4): 137-146.DOI: 10.3969/j.issn.1005-6378.2022.04.014

• 教育学研究 • 上一篇    下一篇

爱沙尼亚职前教师教育课程建设的价值嬗变、架构及特征——以塔尔图大学为例

于莎1,刘剑虹2   

  1. 1.浙江师范大学 教师教育学院, 浙江 金华 321000;
    2.湖州师范学院 浙江省乡村教育研究中心, 浙江 湖州 313000
  • 收稿日期:2021-04-15 出版日期:2022-09-14 发布日期:2022-09-14
  • 作者简介:于莎(1983—),女,浙江宁波人,浙江师范大学教师教育学院博士研究生,主要研究方向:教师教育、高等职业教育。 刘剑虹(1959—),男,浙江杭州人,博士,湖州师范学院浙江省乡村教育研究中心研究员、博士生导师,主要研究方向:教师教育、高等教育。
  • 基金资助:
    国家社会科学基金“十三五”规划教育学一般课题“文化视域下当代中国大学教师制度演进研究”(BLA200207)

Value Evolution,Structure,and Features of Estonia Initial Teacher Education Curriculum Construction ——Taking University of Tartu as an Example

YU Sha, LIU Jianhong   

  1. 1.College of Teacher Education, Zhejiang Normal University, Jinhua, Zhejiang 321000; 2.Zhejiang Rural Education Research Center, Huzhou Normal College, Huzhou, Zhejiang 313000, China
  • Received:2021-04-15 Online:2022-09-14 Published:2022-09-14

摘要: 被誉为“爱沙尼亚的启蒙圣母”的塔尔图大学是爱沙尼亚最早开展师范教育的高校,既反映了本国职前教师教育发展的需求,也是职前教师教育课程发展的缩影。塔尔图大学职前教师教育课程建设的价值经历了从通过技能提升获得教师职业身份、培养理论基础夯实的从教人员到实现教师专业发展的终身性嬗变。在职前教师教育课程建设中,构建了以培养教师候选人的综合素养的课程目标,依托主题将教师教育知识统整为课程内容,推行“反思—探究”教学策略,优化课程实施方式及依托信息技术,完善课程评估手段,彰显出课程内容注重时代性、课程设置以学习者中心、课程谱系理论与实践有机交融以及课程制定与实施利益相关者共同参与的典型特征。

关键词: 爱沙尼亚, 塔尔图大学, 职前教师教育, 课程

Abstract: The University of Tartu,known as the“Virgin of the Enlightenment of Estonia”,is the first university in Estonia to carry out teacher education.It not only reflects the needs of the countrys initial teacher education development,but also the epitome of the development of initial teacher education curriculum.The value of initial teacher education curriculum construction at University of Tartu has undergone a lifelong evolution from the acquisition of teachers professional identity through skill improvement and the cultivation of solid theoretical foundations from teachers to the realization of teacher professional development.In the construction of initial teacher education curriculum,the curriculum objective of cultivating the comprehensive quality of teacher candidates has been established,the teacher education knowledge has been integrated into the curriculum content relying on the theme,the“reflection-inquiry”teaching strategy has been implemented,the curriculum implementation methods have been optimized and the means of curriculum evaluation have been improved relying on information technology,showing that the curriculum content pays attention to the times,and the curriculum is learner centered.At the same time,it shows the characteristics of the organic integration of curriculum pedigree theory and practice,and the participation of stakeholders in curriculum formulation and implementation.

Key words: Estonia, University of Tartu, initial teacher education, curriculum

中图分类号: