The Construction of Teacher Education Curriculums in the Perspective of OBE Accreditation

TIAN Tengfei; LIU Renlu

Journal of South China normal University (Social Science Edition) > 2022 > (1): 41-52.

TIAN Tengfei, LIU Renlu. The Construction of Teacher Education Curriculums in the Perspective of OBE Accreditation[J]. Journal of South China normal University (Social Science Edition), 2022, (1): 41-52.

Citation:

PDF (2360 KB)

The Construction of Teacher Education Curriculums in the Perspective of OBE Accreditation

TIAN Tengfei¹,
LIU Renlu²

More Information

Received Date: July 19, 2021
Available Online: February 17, 2022

Graphical Abstract

Abstract

Abstract

Outcome-based education (OBE), one of the important ideas for teacher education program accreditation, not only plays a guiding role in the accreditation work but also raises new requirements for the construction of teacher education programs. As curriculum is the core element of teacher education program construction, universities with teacher education programs are paying more and more attention to the role of OBE in curriculum construction. OBE-based curriculum construction calls for reconstructing the curricular system according to graduation requirements, adjusting the curricular structure according to the accreditation standards, strengthening the practice-oriented optimization of curriculum content, emphasizing the effectiveness of curriculum implementation, and carrying out curricular evaluation according to the achievement of curriculum objectives. As practice has proved, a sound organizational set-up and the separation of curricular management, construction and evaluation are the basic guarantee for improving the quality of curriculum and teaching. In order to ensure the achievement of the expected aims, attention should be paid to the conditions of OBE implementation and its inherent relationship to the teacher occupation.
- OBE,
- ideas of accreditation,
- teacher education program,
- curriculum construction

FullText(HTML)

References (45)

References

[1]	孙庆玲. 全国375所学校1 679个本科专业通过国家认证[N]. 中国青年报, 2020-07-22(4).
[2]	SPADY W G. Choosing outcomes of significance[J]. Educational leadership, 1994, 51(6): 18-22.
[3]	MALAN B. Excellence through outcomes[M]. Pretoria: Kagiso Publishings, 1997: 20.
[4]	SPADY W G. Outcomes-based education: critical issues and answers[M]. Arlington, VA: American Association of School Administrators Publishing, 1994: 12-13.
[5]	孙进. 德国高等教育认证——机构、程序与标准[J]. 高等教育研究, 2013(12): 88-95. https://www.cnki.com.cn/Article/CJFDTOTAL-HIGH201312015.htm
[6]	El-KHAWAS E. Accreditation in the USA: origins, developments and future prospects. Improving the managerial effectiveness of higher educaion[M]. Paris: United Nations Educational, Scientific, and Cultural Organization, 2001: 7-9.
[7]	HARCLEROAD F F. Accreditation: voluntary enterprise in understanding accreditation[M]. San Francisco: Jossey Bass Publishers, 1983: 42.
[8]	张民选. 关于高等教育认证机制的研究[J]. 教育研究, 2005(2): 37-44. https://www.cnki.com.cn/Article/CJFDTOTAL-JYYJ200502006.htm
[9]	熊耕. 美国高等教育认证制度的起源及其形成动力分析[J]. 外国教育研究, 2004(6): 61-64. https://www.cnki.com.cn/Article/CJFDTOTAL-WGJY200406014.htm
[10]	李延成. 美国高等教育认证制度: 一种高等教育管理与质量保障模式[J]. 高等教育研究, 1998(6): 94-98. https://www.cnki.com.cn/Article/CJFDTOTAL-HIGH806.023.htm
[11]	O'BRIEN SND P M. Accreditation: assuring and enhancing quality[M]. San Francisco: Spring, 2009: 11-19.
[12]	EATON J S. Accreditation and recognition in the United States[J]. New directions for higher education, 2009(145): 79-86.
[13]	RONALD M, EPSTEIN M D. Assessment in medical education[J]. New England journal of medicine, 2007(1): 387-396.
[14]	AMARAL A, ROSA M J, TAVARES D A. Supra-national accreditation, trust and institutional autonomy: contrasting developments of accreditation in Europe and the United States[J]. Higher education management and policy, 2009, 21(3): 1-16.
[15]	SYWELEM M M, WITTE J E. Higher education accreditation in view of international contemporary attitudes[J]. Contemporary issues in education research, 2009, 2(2): 41-54.
[16]	HARTLE T W. Accreditation and the federal government: can this marriage be saved?[J]. Presidency, 2011, 14(3): 10-13.
[17]	王薇. 国际教师教育质量保障体系的构建及其启示[J]. 教师教育研究, 2017(3): 114-120. https://www.cnki.com.cn/Article/CJFDTOTAL-GDSZ201703018.htm
[18]	张倩. 日本教师教育认证的制度建构及其启示[J]. 教师教育研究, 2012(3): 85-91. https://www.cnki.com.cn/Article/CJFDTOTAL-GDSZ201203015.htm
[19]	洪明. 美国教师培养质量保障机制的改革与创新——TEAC教师教育专业的认证标准和程序探析[J]. 中国高教研究, 2010(1): 37-40. https://www.cnki.com.cn/Article/CJFDTOTAL-ZGGJ201001014.htm
[20]	戴伟芬. 美国教师教育课程思想30年[M]. 北京: 北京师范大学出版社, 2012: 39.
[21]	李其龙, 陈永明. 教师教育课程的国际比较[M]. 北京: 教育科学出版社, 2002: 181-184.
[22]	彭小虎. 高等师范课程比较研究与我国师范课程体系的建构[J], 高等师范教育研究, 2000(9): 62-70. https://www.cnki.com.cn/Article/CJFDTOTAL-GDSZ200005011.htm
[23]	刘宗南. 教师教育实践导向课程: 理念与价值思维[J]. 现代教育科学, 2009(6): 4-7. https://www.cnki.com.cn/Article/CJFDTOTAL-JLJK200912004.htm
[24]	贾琳琳. 基于OBE理念的教师教育内生实践路径分析[J]. 沈阳师范大学学报(社会科学版), 2020(3): 72-78. https://www.cnki.com.cn/Article/CJFDTOTAL-SYSS202002013.htm
[25]	谭移民, 钱景舫. 论能力本位的职业教育课程改革[J]. 教育研究, 2001(2): 54-60. https://www.cnki.com.cn/Article/CJFDTOTAL-JYYJ200102012.htm
[26]	小彼得·C. 穆雷尔, 玛丽·迪茨, 莎伦·费曼-纳姆塞, 等编. 中小学教师职业道德培训手册(师德的定义、养成与评估)[M]. 北京: 中国青年出版社, 2016: 14.
[27]	田腾飞. 论师范类专业人才培养质量的达成度评价[J]. 教师教育学报, 2020(4): 79-86. https://www.cnki.com.cn/Article/CJFDTOTAL-JIJX202004011.htm
[28]	陈时见, 王雪. 教师教育一体化课程体系的构建与实施[J]. 教育研究, 2015(8): 109-112. https://www.cnki.com.cn/Article/CJFDTOTAL-JYYJ201508014.htm
[29]	钟秉林, 宋萑. 专业化与去专业化: 美国教师教育改革悖论——中美教师教育比较研究之一[J]. 高等教育研究, 2011(5): 56-61. https://www.cnki.com.cn/Article/CJFDTOTAL-HIGH201105009.htm
[30]	施良方. 课程理论——课程的基础、原理与问题[M]. 北京: 教育科学出版社, 1996: 89-142.
[31]	沈兰. 关于制订课程标准的建议——兼评《加拿大安河数学课程标准(1—9年级)》[J]. 外国教育资料, 2000(5): 21-24. https://www.cnki.com.cn/Article/CJFDTOTAL-WGJN200005003.htm
[32]	钟启泉. 现代学科教育学论析[M]. 西安: 陕西人民教育出版社, 1993: 187.
[33]	俞红珍. 课程内容、教材内容、教学内容的术语之辨[J]. 课程·教材·教法, 2005(8): 49-53. https://www.cnki.com.cn/Article/CJFDTOTAL-KJJF200508014.htm
[34]	田腾飞. 社会变革背景下南非的教师教育研究[M]. 重庆: 重庆出版社, 2018: 67-68.
[35]	李志义. 解析工程教育专业认证的成果导向理念[J]. 中国高等教育, 2014(9): 7-10. https://www.cnki.com.cn/Article/CJFDTOTAL-ZGDJ201417005.htm
[36]	中华人民共和国教育部. 中共中央国务院关于深化教育改革全面推进素质教育的决定[EB/OL]. (1999-06-13)[2020-06-27]. http://www.moe.gov.cn/jyb_sjzl/moe_177/tnull_2478.html.
[37]	DARLING-HAMMOND L. Constructing 21st-century teacher education[J]. Journal of teacher education, 2006, 57(3): 300-314.
[38]	中华人民共和国教育部. 关于印发《普通高等学校师范类专业认证实施办法(暂行)》的通知[EB/OL]. (2017-10-26)[2020-06-27]. http://www.moe.gov.cn/xinwen/2017-11/08/content_5238018.htm.
[39]	中华人民共和国教育部. 关于印发《职业技术师范教育专业认证标准》和《特殊教育专业认证标准》的通知[EB/OL]. (2019-10-10)[2020-06-27]. http://www.moe.gov.cn/S78/A10/tongzhi/201910/t20191030_405965.html.
[40]	习近平. 依靠改革应对变局开拓新局扭住关键鼓励探索突出实效[N]. 人民日报, 2020-07-01(1).
[41]	田腾飞, 任一明. 高校师范专业认证的总体设计及实践探索[J]. 重庆师范大学学报(社会科学版), 2018(3): 69-74. https://www.cnki.com.cn/Article/CJFDTOTAL-CQSB201803010.htm
[42]	JANSEN J, CHRISTIE. Changing curriculum: studies on outcomes-based education in South Africa[M]. Cape Town: Juta & Co Ltd, 1999: 22-38.
[43]	KIGGUNDU E. Teaching practice: a make or break phase for student teachers[J]. South African journal of education, 2009, 29(3): 345-358.
[44]	DEWEY J. The child and the curriculum[M]. Carbondale, IL: South Illinois University Press, 1902: 286.
[45]	施良方, 崔允漷. 教学理论: 课堂教学的原理、策略与研究[M]. 上海: 华东师范大学出版社, 2001: 143.

Cited By

Cited by

Periodical cited type(6)

1.	谢海林. 乾嘉考据家的文学观念与文集编纂——从孙星衍、袁枚考据词章之争谈起. 苏州大学学报(哲学社会科学版). 2023(02): 139-149 .
2.	牛晓岑，许建平. 古代文集编纂及文学观念的一次异变——王世贞创立“说部”的文学观念价值. 社会科学. 2023(07): 90-98 .
3.	于晓川. 百家异旨趣，六经富文章——曾巩文章观探略. 西北民族大学学报(哲学社会科学版). 2022(01): 152-160 .
4.	何诗海. 明清别集的著述化. 华南师范大学学报(社会科学版). 2021(02): 76-89+206 .
5.	王芊. 唐宋“子书入文集”考论. 学术研究. 2021(08): 172-178 .
6.	伏煦. 刘师培“反集为子”说发覆. 文学评论. 2021(06): 212-220 .

Other cited types(6)

Get Citation

PDF

XML

Article views (1111) PDF downloads (867) Cited by(12)

Turn off MathJax

Article Contents

Abstract

References

The Construction of Teacher Education Curriculums in the Perspective of OBE Accreditation

Abstract

References

Cited by

Periodical cited type(6)

Other cited types(6)

Catalog

Export File

Citation

Format

Content