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1999年,“博洛尼亚进程”启动后,德国大学逐步采用了本、硕、博三级学位体制。在新的学位体制下,德国中小学教师的职前培养过程包含了一体化的三个阶段:本科阶段、硕士阶段、见习阶段。长期以来,德国中小学教师职前培养模式表现出优质性和独特性:高层次的培养机构和培养标准、高标准的选拔制度、多科型的教师培养目标定位、政府主导的教育见习过程。引入新的学位体制后,德国教师教育在原有的高质量基础上,呈现出新的特点:加强教师教育课程,建立学术性和师范性并重的一体化课程体系;在沿袭精英培养的理念之下,建立更为灵活的多层级选拔和分流机制;在政府主导下,各州教师教育质量的一致性逐渐加强。
In 1999, after the start of the “Bologna Process”, German universities gradually adopted the tertiary, tertiary and tertiary degree system. Under the new degree system, the pre-service training process for German primary and secondary school teachers includes three stages of integration: undergraduate, master’s and probationary stages. For a long time, the pre-service training model for primary and secondary school teachers in Germany shows excellent quality and uniqueness: high-level training institutions and training standards, high-standard selection system, multi-disciplinary teacher training target orientation and government-led educational apprenticeship process. After the introduction of the new degree system, the teacher education in Germany presents new characteristics on the basis of the original high quality: to strengthen the curriculum of teacher education, to establish an integrated curriculum system of both academic and teacher-training; to follow the concept of elite cultivation , Establishing a more flexible multi-level selection and diversion mechanism; under the guidance of the government, the consistency of the quality of teachers’ education in all states has been gradually strengthened.