教育改革的英文论文

There will be a much wider sample of Chinese pupils taking part in the next round of the international Pisa took part in the most recent tests and had the highest there were claims that the city was not representative of schools in other parts of Organisation for Economic Co-operation and Development (OECD) which runs the tests has announced that Beijing, Jiangsu and Guangdong will take part, alongside Pisa tests, taken every three years by 15-year-olds, have become one of the most influential international benchmarks for education this year, England's exam regulator announced that the Pisa tests would be used as a benchmark for maintaining standards in Department for Education in England has also said it will recruit 60 maths teachers from Shanghai and bring them over to provide master classes in teaching maths in statesThe most recent results showed that Asian school systems were at the top of the rankings in reading, maths and Pisa tests include regional education systems as well as results for entire was the single most successful education system, but there were complaints that the standards in an individual city should not be measured against the outcomes of a diverse national system, such as the United States or Germany.

大学英语阅读教学改革探析教育论文

【论文关键词】 大学英语阅读教学改革

【论文摘要】 现代阅读理论认为阅读过程是个复杂的心理语言活动过程，阅读能力是英语最基本最重要的能力之一。然而，目前大学英语阅读教学环节的现状和实际效果却不容乐观。为此，克服传统阅读教学的弊端，认识阅读过程的本质，并运用现代阅读理论有效地指导阅读教学已尤显必要。本文在介绍阅读的本质与过程的基础上，分析了目前大学英语阅读教学中存在的不足，并提出了改进对策，以期提高大学生的英语水平。

一、阅读的本质与过程

随着应用语言学和心理语言学的发展，人们已经认识到阅读不仅是指自下而上的心理过程，而且还是一种主动的猜测——证实的心理过程。在这种多元和复合的心理活动过程中，读者并不是逐字逐句地理解，而是要结合自己已经掌握的知识，包括句法知识、语义知识、背景知识以及篇章知识等，对阅读材料所要表达的意思进行推论，然后层层推进，并对阅读者在阅读过程中形成的各种预测、假设加以证实和修正。阅读不仅需要语言知识的运用，而且还需要综合运用其对阅读内容所涉及到的客观事实和背景材料的理解、阅读过程中得到的推论、预测、甚至印象等。

现代阅读理论认为阅读过程是个复杂的心理语言活动过程。阅读不仅要理解文字符号的表层结构，掌握词和句等语言结构的基础知识，更重要的是理解语义的深层结构转化，要能对材料所传递的信息进行分析加工、联想和预测。因此，阅读理解既是语言文字的学习和使用过程，也是读者已有的背景知识和相关知识的综合运用和处理过程。

二、传统大学英语阅读教学模式存在的不足

（一）仍以注入式教学为主

教师一言堂，学生的学习过程只是被动地接受，机械地积累语言知识；教材在不少学生眼里只是词汇语法的载体，学生从中获取的知识仅限于孤立静态的语言表达方式。这种缺乏充分互动的传统的阅读教学模式存在诸多缺陷。

（二）注重知识点的传授，忽视阅读能力的培养

在传统的阅读教学中，语言点、句法结构等语法知识是阅读教学的主要目的和任务，教师在讲解所谓的阅读课时却更像是语法分析课或是词汇讲解课，他们往往习惯把一篇完整的语篇分割为一个个句子，并在此基础上进行词义、句法讲解，以至于阅读教学的全部内容变成了语言知识的传授。这种教法只注重讲解语言知识，注重语句的理解，而忽视文章上下文的逻辑关系、段落的过渡、衔接、文章结构、写作风格等相关知识点的内在联系，长次以往，阅读将不再是阅读，而只是词汇等知识点的单纯堆砌。在错误导向下，学生在阅读中过分注重语法分析、语言细节，对阅读内容不能进行正确的分析、理解、归纳，阅读水平只停留在最原始的状态。

（三）教师片面强调教学，严重忽视学生的心理因素

教师片面强调教学，忽视了大学生心理因素。这种填鸭式的讲授方式，将师生的关系定格为被动与盲从上，教师机械的讲，学生被动的听，没有交流，没有互动，，最后导致课堂教学中乏情感交流的缺乏，学生上课参与意识不强，对英语缺乏兴趣等现象。

三、大学英语阅读教学改进的对策

（一）确立以学生为中心的教学思想

提高学生的英语阅读理解能力和语言能力是大学英语阅读教学的出发点和最终归宿。在课堂教学中培养学生的自主学习意识，将主动权交还给学生，调动其积极性，使他们成为课堂教学活动的主动参与者。同时给学生营造一个宽松的学习环境，自由发挥的空间和学习的平台，培养他们的思维能力。对学生，教师应该“授之以渔”，不应成为学生学习的“拐杖”。因此在阅读教学中，我们应该把教师的必要指导与学生的自主学习有机地结合起来，形成二者的良性互动。

（二）注重文化知识的导入，激发学生的阅读兴趣

20世纪以前的阅读理论将阅读理解看作是语言解码和从字、词、句中构造意义的过程。随着认知研究的发展，人们开始注意到非语言因素即已有知识对阅读理解的作用。阅读理解是一个复杂的认知心理过程，它既是语言文字的处理过程，又是学生已有背景知识的运用和处理过程。读者已有的知识在阅读理解过程中起了重要作用。在阅读英语文章时，中西文化的差异往往给学生带来理解上的许多困难。缺乏相关的背景知识，严重影响了学习者对文章的正确理解。因此阅读教学中向学生介绍英语国家的政治、经济、文化、历史、地理、风土人情等背景知识尤为重要。在阅读训练中，采用启发式、讨论式的教学方法，激发学生阅读的兴趣，激活和提供必要的背景知识，引导学生进行积极的预测，预测文章内容发展的方向，并根据实际读到的内容验证和调整自己的预测，增强阅读能力。这样，就可以弥补词汇语法层次上的不足，突破逐字逐句所造成的读速问题。

（三）重视学生阅读心理机制，消除不利心理因素

作为一名成功的教师，不仅要有扎实的基础知识，机智灵活的教学方法，热情投入的敬业精神，还要了解学生的心理活动。毕竟教学是人与人之间的对话，而非人与物的交往。在英语阅读教学中，积极的情感能创造有利于英语学习的心理状态，而消极的情感会影响学习潜能的正常发挥。作为教师应：①了解技能形成的过程与条件。包括刺激与反应的接近，以及如何有效合理地利用刺激进行行为的'引导。其次，了解学生的个性心理特征及对学习的影响。再次，了解如何激发和培养学习动机以及充分了解个性的心理发展。②消除学生的焦虑情绪，促进心理平衡。情绪是人对客观事物的态度的体验，是人的需要是否得到满足的反映。焦虑是由于学生的自我需要没有得到满足产生的困惑感。目前学生由于种种外在信息强化学生学好英语的信念，使得自我压力不断增大。教师应当针对每个学生的情况提出适当的要求，进步时予以肯定。同时让学生了解认知规律，懂得学习中某些停滞和挫折是语言学习中的必然现象，以消除学生的焦虑感，使其保持心理平衡状态。

（四）培养学生的英语思维定势，逐步提高英语阅读技巧

训练英语思维定势可通过以下方式。(1)通过朗读课文的方式。朗读是将语言知识转化为语言能力的一种有效手段，尤其是在阅读知识转化为表达能力时，朗读的作用尤为重要。通过朗读课文的方式，读者可以培养英语句型模式感，将句子所表达的意义外化在语言表达方式和句子结构上。(2)通过句型训练的方式。句型快速反应训练也是培养英语思维定势的有效办法。英语基本句型有限，基本句型的扩展也是有规则的，外语学习者要尽快熟悉这些句型及其扩展规则，尽快将约定俗成的句型及其规则同化到语言感知的思维定势中。(3)通过视觉感知训练的方式。通过朗读课文或句型训练之后，可以进行视觉感知的快速训练，以提高思维定势的反应速度，训练时可使用学生没有读过的文章，亦可使用超出学生阅读才能的阅读材料，以锻炼他们的阅读语能。

EducationEducation in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to , the word education is derived from educare (Latin) "bring up", which is related to educere "bring out", "bring forth what is within", "bring out potential" and ducere, "to lead".[1]Teachers in educational institutions direct the education of students and might draw on many subjects, including reading, writing, mathematics, science and history. This process is sometimes called schooling when referring to the education of teaching only a certain subject, usually as professors at institutions of higher learning. There is also education in fields for those who want specific vocational skills, such as those required to be a pilot. In addition there is an array of education possible at the informal level, such as in museums and libraries, with the Internet and in life experience. Many non-traditional education options are now available and continue to evolve. Systems of formal educationEducation is a concept, referring to the process in which students can learn something:Instruction refers to the facilitating of learning toward identified objectives, delivered either by an instructor or other refers to the actions of a real live instructor designed to impart learning to the refers to learning with a view toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately upon EducationPrimary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, main education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 70% of primary-age children are enrolled in primary education, and this proportion is rising.[2] Under the Education for All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior educationIn most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "post-secondary", or "higher" education (., university, vocational school for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1-13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created and the curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both the employer and the employee, because this improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational educationHigher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school, secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Higher education generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the educationAlternative educationIndigenous education在最大的意义，教育是任何行为或经验，有一个心灵上形成的影响，性格或个人体能。在其技术意义上说，教育是社会的过程，从一代人故意传输其积累的知识，技能和价值观到另一个地方。 词源学，文字教育是从教育保育（拉丁）派生出来的“造就”，这是有关educere“带出”，“内带出什么”是“带出潜力”和ducere，“领导”。 在教育机构教师指导学生的教育，可能会借鉴很多科目，包括阅读，写作，数学，科学和历史。这个过程有时被称为上学时，指的是教学的教授通常只为某一个课题，在高等院校的教育。也有在教育领域，谁想要这些具体要求，如，职业技能是一个飞行员。此外，还有一个是在非正式的教育水平数组，例如可能在博物馆和图书馆，与互联网和生活经验。许多非传统教育的选择，现已并继续得到发展。 系统的正规教育 教育是一个概念，指的是过程，学生可以学到一些东西： 教学是指对确定的学习目标，无论是由导师或其他形式交付便利。 教学是指一个真正的生活，旨在向学生传授学习教练的行动。 学习是指与一对准备与具体知识，技能，或可用于完成后立即查看学习能力的学习者。 幼儿教育 小学（或小学）教育由5-7首次正式，结构化教育。一般来说，主要包括教育，在五，六，虽然这之间不等，有时内，国家开始对6岁或8年的学校教育。就全球而言，约70小学适龄儿童入学％小学教育，这一比例上升[2]在教科文组织教育驾驶的所有方案。，大多数国家都致力于实现普及小学教育入学率在2015年，在许多国家，它是为儿童义务接受初级教育。中，小学和中学教育科是有点武断，但它通常在大约11或12岁发生。一些教育系统中有独立的学校，向发生在中学教育的最后阶段过渡大约在14岁。学校提供初级教育，大多是被称为小学。在这些国家的小学通常分为幼儿学校和初中。 中学教育 在世界上最现代的教育系统，中学教育包括正规教育，在青春期发生。它的特点是从典型的过渡义务教育，小学全面的未成年人教育，可选的，有选择性的成人高等教育，“大专”或“较高”教育（如大学，职业学校。根据系统，学校这段期间，或其中的一部分，可称为中学或高中，体育场馆，公立中学，中等学校，学院，或职业学校。任何对这些条款的确切含义不同从一个系统到另一个。之间的精确边界小学和中学教育也因国家而异，甚至在其中，但一般在对学校教育的第七次是第10个年头。主要是在青少年时期出现的中学教育。在美国，加拿大和澳大利亚一起小学和中学教育有时被称为K - 12教育，并在新西兰使用1-13年。中等教育的目的，可以给予常识，准备接受高等教育或专业培训，直接。 在美国中学教育的出现并没有发生，直到1910年，由于在大企业和工厂的技术进步引起的（例如，电气化）的出现，这需要熟练的工人。为了满足这种新的就业需求，创造了高中课程和实际工作技能，更好地准备白领或学生熟练的蓝领工作的重点。这被证明是为雇主和雇员有利，因为这导致人力资本改善员工变得更有效率，降低了雇主的成本，只收到了小学教育程度较高的工资比员工熟练的员工。 高等教育 高等教育，也叫三级，第三阶段，或专上教育，是在非义务教育阶段的教育水平，遵循了一个提供诸如高中，中等学校中学教育，学校完成。高等教育是通常采取的包括本科和研究生教育，以及职业教育和培训。学院和大学是提供大专教育的主要机构。总的来说，这些有时被称为大专院校。高等教育一般的结果是把证书，文凭或学位收据。 高等教育包括教学，科研和社会服务活动的大学，并在教学领域，它包括了大学本科水平（有时称为大专教育）和研究生（或研究生）级（有时称为研究生院） 。高等教育通常涉及建立一个学位程度或基础学位的工作。在大多数发达国家的人口（50％）高比例现在进入一些在他们的生活时间高等教育。因此，高等教育是非常重要的国家经济，既是一个重要的行业在它自己的权利，并作为培训和教育的人员为其他经济来源。 成人教育 另类教育 土著教育

Teacher education is the discipline or professional, teacher education standards or criteria for the special needs of the general standard of teacher education curriculum should be designed for stage or for life, we must focus on training teachers or teachers in specialized subjects of specialization? Teachers in the education reform process, Both the theory and practice, there are still many problems look forward to the scholars to study and reflection. The article in the following point of view, perhaps give us some inspiration. To deepen the reform of teachers, foster the realization of a high-quality, high-level strategic objectives of the teaching profession, teachers need to reform the system, the theoretical system, the training model, management systems and services, and many other more in-depth study And practice. These problems affect a large extent, restricts teachers and the deepening of reform and personnel training strategy goals. Among these, and some need to rely on the Government to solve the problem, for example, how to create a modern education system, teachers, teacher education, professional clear to the general standards and specific standards for the teaching profession to ensure that the quality and level; how to further strengthen the government's clear and constant, schools And teachers in training, training in the responsibility and power, so that the system of qualified teachers and teacher training, training combine to better promote the development of teachers and so on. At present, combined with the status quo of teacher education and basic education reform and development of specific conditions, the developed countries learn from the successful experience of teacher education, I believe that the current focus should be concerned about is: Education should be the subject of an independent At present, the Normal University on the theory of teacher education system is relatively weak research, theoretical innovation and development of teacher education reform can not form a strong support. Theoretical innovation system should be teacher-disciplinary education for the construction of the main carrier. Teacher education and education are two different disciplines in the field. Teacher Education as a separate subject areas, rather than the general rules of research and education issues and to build a general theory of education, teacher training and research, but the growth of special laws, and this object, to establish their own research paradigm, to form their own The concept of the system. Then, on the practice guidance teachers, education, evaluation, prediction and transformation, the promotion of teacher education to enhance the level of practice. As a result, teacher education should be the subject of a disciplinary education is also associated with the difference between an independent discipline. If you do not distinguish between this concept and not to teacher education as an independent in the field of view, it will be difficult to break through the old mindset, it will be difficult to achieve the theoretical system of innovation in teacher education. Education should be committed to direct the building of discipline for teachers and teacher education practice, to answer transition mechanism in Education, teachers training mode reconstruction, specialized teacher education courses, such as reconstruction of the reality of the theoretical and practical issues, to form an innovative, forward-looking The theory of teacher education system, support and guide the practice of teacher education. Education standards to be refined Research to develop professional standards for general and special standards for building rich with Chinese characteristics and primary and secondary school teachers in early childhood education standards and quality standards for teacher education, teacher education is to achieve a comprehensive innovation system, an important guarantee for the current teacher education to professional development One of the bottleneck. Development of the Ministry of Education is organizing the "professional standards" and "teacher qualification standards for educational institutions", "teacher education curriculum standards" and "the quality of teacher education standards," will be built national standards for teacher education system, the basic framework for developing a more comprehensive Teacher education and access to quality control mechanism for Teacher Education. But it should be noted that the western and eastern China, with the mountain city of the gap between the very different types of education, the teachers of specialized subjects vary, kindergarten, primary, secondary specialized teachers have a lot of difference. As a result, in promoting the professionalism of teachers, not only concerned about the professionalism of the teaching profession's national standards, but also take full account of teachers in the education level, specifications and differences in form, as well as the professionalism of the special nature of individual teachers, or teachers The personality differences. This requires organization of education in colleges and universities under the framework of the basic national standards, proceeding from reality and to develop and implement national standards for the implementation of programs, rules and measures to make it more practical significance of the school to form its own advantages and characteristics of the development. Teachers need to build a life-long education system Teacher education reform and innovation is the core of the curriculum reform of the system. Modern teacher education curriculum to build a new theory with practice, so that teachers have advanced the idea of education and quality education to adapt to the requirements of the comprehensive ability; to carry out an in-depth study of professional teachers and professional cooperation between the practice of scientific disciplines to address Vocational Education and Teacher Education; building cover general education, teacher education and professional disciplines professional education and knowledge of the structure of capacity; give full consideration to the professional development of teachers and the continuity of the stage, the scientific design and build pre-service training, recruitment Education and job training interface between the three life-long learning for teachers and curriculum development, teacher education to promote a comprehensive, scientific, sustainable development. This is the teacher education reform and development of key and difficult, but also teachers continue to deepen reform, a comprehensive innovation system, the core content. Teachers can further improve the quality of education Education trends in integrated and specialized macro background, academic and professional education of teachers of Vocational Education separation, teachers, education reform has become a mainstream trend. Teacher Education what kind of training model, which is currently involved in teacher education institutions to face and answer. In accordance with normal university teacher education and professional requirements from the higher level design, upgrade-related disciplines and professional, educational level and to enhance overall strength. In the realization of specialized teachers, subject to achieve professional and specialized education for teachers and lay a sound foundation. Increase the discipline of education reform efforts, improve teacher education system, strengthening and reform of the education aspects of the practice, to achieve academic standards and improve the education level of synchronization. In recent years, I tried according to an academic school (or professional categories) students, and in accordance with "thick foundation, Kuankou Jing, fine professional, strong capacity," the general requirements, "according to the type of students, school-way section, the direction of diversion ", The formation of disciplines and professional education of teachers of Vocational Education of the separation of" 3 +1 "training model (teacher professional education about credit accounts for 25% of the total school-or 1 / 4). Its outstanding feature is that according to the pre-largest category of culture, science-way section design, or professional expertise in a timely manner in accordance with the direction of diversion. Structures through the "general education subjects + + Professional Education Teacher Education," "+ platform module" structure of the curriculum, teacher education, personnel training to promote a comprehensive, professional and personal development. "3 +1" the basic framework of the training model, taking into primary and secondary school teachers and child care training differences in the specific goal of training and training on the model and different. Secondary school teachers training in the implementation of "academic education and professional education in the teaching profession separation," the basic framework of the training model, the prominent liberal arts education and professional education in organic integration, stressed the humanistic quality and cultural background characteristics of the culture; science science literacy And the humanistic quality of the organic integration, stressed the overall quality, hands-on and practical ability. Primary school teacher training and child care to highlight the University of basic education, culture, education and the teaching profession organic combination of a moderate strengthening of primary and early childhood education major subject knowledge and teaching ability so that students and the humanities formation of a good quality of science and technology, have carried out the characteristics of education for children Teaching background knowledge and ability to create general-primary and kindergarten teachers. Education to combination of the actual basic education The promotion of primary and secondary schools and universities, this is the education of teachers in today's international development trend. At present, China's teacher education a prominent problem is that from the basic education curriculum reform in primary and secondary schools in particular, the real, it is difficult for teachers in-depth reform of this important cause. From the reform of basic education teachers training model can not meet the requirements of the development of education. Even if the subject has the advantage of universities, primary and secondary schools do not know if the reforms could not do the training of teachers especially in the new curriculum of teacher training. As a result, teacher education must adhere to basic education for the direction of the service, and work closely with primary and secondary schools, primary and secondary education and teaching practice closely. Otherwise, teacher education has become a source of water without wood, not innovation, strengthen and develop.教师教育是学科还是专业，教师教育标准需要一般标准还是特殊标准，教师教育课程体系应设计为阶段性还是终身性，教师培养是注重教师专业化还是学科专业化?在教师教育改革的进程中，无论是理论上还是实践中，仍有许多问题期待着学者们去研究和思考。下面这篇文章中的观点，或许能给我们一些启示。 为深化教师教育改革，实现培养一支高素质、高水平的教师队伍的战略目标，教师教育改革需要在体制、理论体系、培养模式、管理机制与服务体系建设等多方面进行更为深入的研究与实践。这些问题在很大程度上影响和制约着教师教育改革的深化和人才培养战略目标的实现。 这其中，有的问题需要依靠政府解决，比如，如何建立一套现代教师教育制度，明确教师教育专业的一般标准与特殊标准，确保教师队伍的质量和水平；如何进一步明确和不断增强政府、学校和教师在培养、培训中的责任和动力，使教师资格制度与教师的培养、培训有机结合起来，更好地促进教师的发展等。 结合目前国内教师教育的现状和基础教育改革与发展的具体实际，借鉴发达国家教师教育的成功经验，笔者认为，当前应当着重关注的问题是： 教师教育应成为独立的学科 目前，高等师范院校关于教师教育理论体系的研究相对薄弱，理论创新对教师教育改革与发展尚不能形成有力支撑。理论体系创新应当以教师教育学科建设为主要载体。教师教育与教育学科是两个不同的领域。教师教育学科作为一个独立的领域，不是研究教育的一般规律和问题，构建教育的一般理论，而是研究教师培养与成长的特殊规律，并以此为对象，建立自己的研究范式，形成自身的概念体系。然后，对教师教育实践进行指导、评价、预测和改造，促进教师教育实践水平的提升。 因此，教师教育学科应当成为一个与教育学科既相关联又相区别的独立学科。如果不区分这样的概念，不把教师教育作为独立的领域来看待，就难以突破原有的思维定式，也难以实现教师教育理论体系创新。 教师教育学科建设应致力于直接为教师及教师教育实践服务，回答教师教育机制转型、教师人才培养模式重构、教师教育专业化课程重建等现实的理论与实践问题，形成具有创新性、前瞻性的教师教育理论体系，支撑并指导教师教育实践。 教师教育标准体系有待细化 研究制定教师专业的一般标准与特殊标准，建设富有中国特色的中小学和幼儿教师教育课程标准和教师教育质量标准，是实现教师教育全面系统创新的重要保证，也是当前教师教育向专业化发展的瓶颈之一。教育部正在组织研制的《教师专业标准》、《教师教育机构资质标准》、《教师教育课程标准》、《教师教育质量标准》，将构建起国家教师教育标准体系的基本框架，形成比较完善的教师教育准入制度和教师教育质量监控机制。 但也应当看到，我国西部与东部、城市与山区之间的差距很大，不同类型教育、各学科教师的专业化不尽相同，幼儿园、小学、中学教师的专业化也有很大的区别。因此，在教师专业化推进的过程中，不仅要关注教师职业专业化的国家标准，还要充分考虑教师教育在层次、规格及形式上存在的差异，以及教师个体专业化的特殊性，即教师的个性差异。这就需要举办教师教育的高等学校在国家标准基本框架之下，从实际出发，制定贯彻国家标准的实施方案、细则和措施，使其更具有实践意义，形成学校自身发展的优势和特色。 教师教育需构建终身体系 教师教育改革创新的核心是课程体系改革。用现代教师教育的内容构建新的课程体系，从理论和实践的结合上，使教师具有先进的教育理念和适应素质教育要求的综合能力；深入进行教师专业学习与专业合作的实践，科学处理学科专业教育与教师专业教育的关系；建构涵盖通识教育、学科专业教育和教师专业教育的知识与能力结构；充分考虑教师专业发展的连续性和阶段性，科学设计并建立职前培养、入职教育和在职培训三者相互衔接的教师终身学习和发展的课程体系，促进教师教育全面、科学、可持续发展。这是教师教育改革与发展的重点和难点，也是教师教育改革继续深化、实现全面系统创新的核心内容。 教师教育质量可进一步提升 在教师教育趋向综合化、专业化的宏观背景下，学科专业教育与教师专业教育分离，已经成为教师教育改革的主流趋势。教师教育采用什么样的培养模式，这是目前参与教师教育的院校首先要面对和回答的问题。师范院校要根据教师教育专业化的要求，从更高层次上设计、提升相关的学科与专业，提升办学水平和综合实力。在实现教师专业化的同时，实现学科专业化，为教师教育专业化打下良好基础。 加大教育学科改造力度，不断完善教师专业教育课程体系，加强和改革教育实践环节，实现学术水平和教育水平的同步提升。近年来，我校尝试按一级学科（或专业大类）招生，并按照“厚基础、宽口径、精专业、强能力”的总体要求，实行“按类招生、学程分段、方向分流”，形成学科专业教育与教师专业教育分离的“3+1”培养模式（教师专业教育约占总学分的25%或占总学程的1/4）。 其突出特点是，前期按大类培养，学程分段设计，适时按专业或专业方向分流。通过搭建“通识教育+学科专业教育+教师专业教育”的“平台+模块”课程结构，促进教师教育人才培养向综合化、专业化、个性化发展。在“3+1”培养模式的基本框架下，考虑中小学及幼儿教师培养的差异，在具体培养目标和培养模式上又有所不同。中学教师培养在实行“学科专业教育与教师专业教育相分离”基本培养模式的框架下，文科突出通识教育与专业教育的有机融合，强调人文素养和文化大背景的特色培养；理科突出科学素养和人文素养的有机融合，强调综合素质、动手能力和实践能力的培养。小学及幼儿教师培养突出大学文化基础教育和教师专业教育的有机结合，适度加强小学及幼儿教育主科相关知识和能力的教学，使学生形成良好的人文和科技素养，具备开展适合儿童特点的教育教学活动的知识背景和能力，造就全科型小学及幼儿教师。 教师教育要结合基础教育实际 促进大学与中小学的结合，这是当今国际教师教育发展的重要趋势。而目前我国教师教育一个突出的问题是，脱离基础教育特别是中小学课程改革的实际，这是目前教师教育改革难以深入下去的重要原因。脱离基础教育改革的教师培养模式不能适应教育发展要求。即使具有学科优势的大学，如果不了解中小学改革，也难以胜任培养教师尤其是培养新课程师资的任务。因此，教师教育一定要坚持为基础教育服务的方向，与中小学校密切合作，与中小学教育教学实践密切结合。否则，教师教育就成为无源之水、无本之木，得不到创新、加强和发展。