| 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 历久以来，我国教员教导的课程设置属于一种“学科本位”的形式，课程系统出现单一学科纵深成长型的特色，教员专业特点没有凸显。以后，世界列国在实行教员专业化进程中都把教导迷信类课程列入专业课，并视为教员教导专业的标记性课程。鉴于此，我国的教员教导也应走出“学术性”与“师范性”之争，建立起“双专业”课程不雅，建构凸起教员专业性的课程系统。我国与俄罗斯是近邻，在教导轨制，教导构造，教授教养办法，教导理念等方面都遭到前苏联的许多作用。改造开放前，我国教员教导课程设置一向延用前苏联的形式。改造开放以来，俄语论文范文，我国固然也对教员教导课程设置停止了改造，但变更其实不年夜。苏联崩溃后，作为前苏联最年夜加盟共和国的俄罗斯已就前苏联的教员教导和课程设置停止了较年夜的改造，俄语论文范文，从实际角度，选择与俄罗斯教员教导课程设置停止比较，研究中俄今朝的差别，轻易发明分歧的地方和自创俄罗斯教员教导课程改造的经历。本论文经由过程对中俄两国教员教导的治理体系体例、造就目的、课程构造和课程内容的比拟研究，从课程设置的基本、价值取向、课程构造和课程内容四个方面，提出新时代我国教员教导建构课程系统的建议，为丰硕和完美我国教员教导课程实际供给根据和理论参考。 Abstract: Long-term since, our teacher taught courses set belongs to the form of a "subject standard", curriculum system appears a single subject in depth growth characteristics, the characteristics of teacher professional not highlighted. In the future, the world countries in the implementation of the process of teaching teachers to teach science and science courses included in the professional courses, and as a teacher to teach professional marking courses. In view of this, our country's teacher education should also be out of the "academic" and "teacher" of the dispute, the establishment of a "double professional" curriculum, construction of professional curriculum system. China and Russia are close neighbors, in the teaching system, teaching structure, teaching methods, teaching ideas and other aspects of the former Soviet Union has been a lot of influence. Before the reform and opening, our teachers teach the curriculum has been used in the former Soviet Union form. Since the reform and opening up, our country is also a teacher to teach courses to stop the transformation, but the change is not actually. After the collapse of the Soviet Union, as the former Soviet Union's largest joined the Republic of Russia has to former Soviet Union of teacher education and curriculum stop is the eve of the transformation, from a practical point of view, choice and Russian faculty teach courses set up to stop the comparison, difference research between China and Russia today easily invention differences and own Russian teachers teach the experience of curriculum reform. In this paper, through process on the Sino Russian teacher teaching management system, makes comparative research objectives, curriculum structure and curriculum content, four aspects of the curriculum basic, value orientation, curriculum structure and the curriculum content proposed new era Chinese teachers teach the construction of curriculum system is proposed, to rich and perfect our country teacher teaches courses provided the basis and theoretical reference. 目录: 中文摘要 2-3 ABSTRACT 3 第一章 绪论 6-10 1.1 问题的提出 6-7 1.1.1 选题背景 6-7 1.1.2 选题意义 7 1.2 探讨的主要内容和措施 7-10 1.2.1 探讨的主要内容 7-8 1.2.2 探讨的主要措施 8-10 第二章 课程与课程理论概述 10-20 2.1 课程（curriculum）的概念 10-11 2.1.1 一般课程的概念 10-11 2.1.2 教师教育课程 11 2.2 课程理论概述 11-18 2.2.1 什么是课程论 11-12 2.2.2 课程论的理论基础 12-16 2.2.3 几种主要的课程理论 16-17 2.2.4 课程理论发展的趋势 17-18 2.3 几种主要教育思潮对课程理论及教师教育课程设置的作用 18-20 2.3.1 行为主义教育思潮及其作用 18 2.3.2 人本主义教育思潮及其作用 18-19 2.3.3 建构主义教育思潮及其作用 19-20 第三章 中国教师教育课程设置的近况 20-27 3.1 中国教师教育课程设置的近况调查 20-23 3.1.1 中国教师教育的培养目标 20 3.1.2 中国现行教师教育体制 20-21 3.1.3 中国现行教师教育课程设置的结构与内容 21-22 3.1.4 中国教师教育课程的实施与评价 22-23 3.1.5 中国现行教师教育课程设置的特点 23 3.2 中国教师教育课程设置的经验与不足 23-24 3.2.1 中国教师教育课程设置的主要经验 23-24 3.2.2 中国教师教育课程设置的不足及原因 24 3.3 我国当前基础教育课程改革及对教师教育课程设置的作用 24-27 第四章 俄罗斯教师教育课程设置的比较探讨 27-34 4.1 俄罗斯教师教育的课程设置 27-30 4.1.1 俄罗斯教师教育的培养目标 27 4.1.2 俄罗斯现行教师教育体制 27-28 4.1.3 俄罗斯现行教师教育课程设置的结构与内容 28-30 4.1.4 俄罗斯现行教师教育课程实施与评价 30 4.2 俄罗斯现行教师教育课程改革及其特点 30-32 4.3 俄罗斯教师教育课程设置的可借鉴之处 32-34 第五章 我国教师教育课程体系的建构 34-43 5.1 教师教育课程设置的基础 34-37 5.2 教师教育课程设置的价值取向 37-41 5.3 课程的结构与内容设置 41-43 5.3.1 我国教师教育课程结构和内容设置的基本思路 41 5.3.2 重构的教师教育课程结构与内容 41-43 结语 43-44 引文注释 44-45 参考文献 45-47 论文和科研情况说明 47-48 致谢 48 |
