| 跟着社会的赓续变更和常识的日趋更新，对人才的请求愈来愈高，而扶植一支高质量的教员部队，是国度成长教导事业，进步教导程度，造就优良人才的症结。看重和增强教员教导研究是中韩两国教导改造、立异的客不雅请求。中韩两国固然说话纷歧样，但都属于西方文明圈，有着配合的汗青文明配景。在亚洲，韩国事受中国儒家文明作用较深的国度之一，儒家文明中一直贯彻的对教员的高度尊敬和对教导的高度看重在古代社会中仍然对两国发生深远作用。并且从教导史的角度来看，韩国教员教导体系体例与中国教员教导体系体例有诸多类似的地方。起首，它们都是在其他国度的作用下构成的。韩国接收自创了日本和美国的教员教导体系体例，而中国则遭到了日本、美国和苏联的作用。中国自改造开放以来，经由一系列教员教导系统改造，今朝已由本来的关闭式教员教导体系体例向着开放化、综合化的偏向迈进。而韩国也由本来的关闭式教员教导体系体例改变为混杂型的教员教导体系体例。中韩两国教员教导固然有同有异，但都比拟看重教员的感化，有尊师重教的传统。本文以教导政策学实际、教员专业成长实际、鼓励实际等为基本，采取文献法、比拟法、实际剖析法等研究办法，商量了中韩两国教员培训政策的制订配景，回想了两国教员培训政策的成长过程，对中韩两国现行的培训政策(中国14条，韩国12条)停止了梳理和剖析，并从政策制订目标、对教员培训权力、培训待遇、培训资本、培训治理与评价的划定这五个方面分离对两国的政策内容停止了比拟。在对中韩两国的教员培训政策内容停止了具体比拟剖析以后，本文得出以下结论：(1)中韩两国的教员培训政策在价值寻求上，配合彰显增进退职教员专业成长程度，进步教员本质的最终目标，但在详细目标表述上存在差别。中国师资培训义务重，教员培训政策指令性较强，对教员请求多，保证少，重视晋升全部教员的本质，强调教员全员教导，并寻求造就主干教员，试图以个别带动全部；韩国政策以教员为中间，凸起小我选择，基于教员小我自愿的准绳来加入培训，重视对教员实行毕生教导，并为他们供给辽阔的成长平台。(2)两都城力图经由过程律例政策来保证教员的培训权力并提出一些请求，但着重点纷歧样，表现的教员职业不雅分歧。中国教员专业化水平较低，教员政策重视对全部教员培训权力的保证，并请求教员每一年加入很多于360学时的培训，表现出的教员职业不雅是一种教导休息职不雅；韩国教员专业化水平较高，教员政策付与教员自在加入培训的权力，凸起教员小我资历晋升和才能的造就，教员职业曾经作为一门专业职业存在。(3)两都城重视对教员培训待遇和资本设置装备摆设的保证，然则政策条目过细水平分歧。中国因版图广阔，各地域差别较年夜，使得教员培训政策内容划定的比拟笼统。韩国地域差别小，国度对政策条目制订的很过细，其实不断更新、完美政策机制，以便利教员培训机构、教员地点黉舍和相干教导行政部分的合营。(4)两都城希冀经由过程制订教员培训治理和评价政策来增强对教员培训的监视和催促，但在详细政策中表现水平分歧。现阶段，中国对教员培训的治理与评价政策比拟少，还没有明白的培训机关治理轨制和教员成就治理、评价轨制等；韩国实施研修机关评价认证制，教员研修学分制，教员才能综合评价轨制等，曾经树立了一套比拟完整的评价治理系统。 Abstract: Follow social ceaselessly change and knowledge of daily update, the talent of the increasingly high demand, and foster a high quality teacher troop, is national development education and progress in education levels, creating the crux of the excellent talent. The value and enhance teachers education reform, innovation is China and South Korea to teach the objective request. Although China and South Korea have a different kind of talk, but all belong to the Western civilization circle, with the historical and cultural background. In Asia, South Korea is under the influence of Chinese Confucian civilization deep country, one of the Confucian culture has been carrying out to teacher's highly respected and to teach the highly prized in ancient society still on bilateral occurred profound influence. And from the perspective of teaching history, the Korean teachers' teaching system and the Chinese teacher education system has many similar places. First of all, they are formed under the influence of other countries. South Korea has received its own teaching system of teachers in Japan and the United States, and China has been affected by Japan, the United States and the Soviet Union. Since the reform and opening up in China, through a series of teacher education system reform, at present has been closed by the original teacher education system to open, integrated into the direction of. South Korea has also been changed from the original closed teacher teaching system to a mixed type of teacher education system. The teacher taught course, China and South Korea is different, but are more valued the teacher's role, the tradition of respecting teachers. The to teach policy theory, teacher professional growth has actually, encourage actual etc. as the basic, adopted literature method, analogy method, theoretical analysis method and other research methods, to discuss China and South Korea teacher training policy formulation background, recall the growth process of the two teacher training policy, to China and South Korea the current training policy China (14, South Korea 12) stopped combing and analysis, and from the policy formulation of the five aspects of the target, the power of teacher training, training treatment, capital training, training management and evaluation to delineate the separation of bilateral policy content to carry on the comparison. In teacher training policy content of China and South Korea to stop the specific comparative analysis, this paper draws the following conclusions: (1) the teacher training policies of China and South Korea in the value seeking, with highlight enhance retired teacher professional development, the ultimate goal of the progress the quality of teachers, but in detail expression differences. Teacher training in China heavy duty, teacher training policy mandatory strong, to the teachers request, ensure less, pay attention to promotion the essence of all teachers, emphasizes that the teacher whole staff to teach, and seek to create backbone teachers, trying to individual drive all; policies of South Korea to teachers for middle, outstanding individual choice, based on the principle of teacher individual voluntary to join training, attention to teachers to implement lifelong education and they provide vast development platform. (2) both force by the regulations and policies to ensure the training of teachers of power and put forward some requests, but a key divergent samples, the teacher occupation indecent differences. Chinese teacher professional level is low, teacher policy emphasis on all teachers training power guarantee, and requests the teacher every year add a lot to 360 hours of training, showing the teacher occupation is a way to teach the rest of post indecent; Korean Faculty of high professional level, teach member policy give teachers free to join the training of power, cultivating outstanding faculty person qualified for promotion and to, teacher occupation once as a professional career. (3) the two countries attach importance to the training of trainers and capital treatment equipment guarantee, but meticulous policy items of different levels. China because of the vast territory, the regional differences in the larger, so that the teacher training policies to delineate the general comparison. South Korea geographical differences in the small, country of policy items making is meticulous, in fact, constantly updated, perfect policy mechanism, convenient teacher training institutions, teachers place school to shed and coherent taught the administrative part of the joint venture. (4) both hope through the process of making teacher training management and evaluation of policies to strengthen the monitoring and urged to teacher training, but in the detailed policy performance of different level. At this stage, the Chinese teacher training evaluation and management policy match less, also did not understand the training institutions governance rail system and teacher achievement management, evaluation of rail system; implementation of evaluation of training certification system in South Korea, teachers training credit system, faculty to comprehensive evaluation of rail system, have established the a set of relatively complete governance evaluation system. 目录: |
