教師職前教育改革：來自美國醫學教育的啟示

The Reform of Teachers’ Before-service Education──Some Revelations from the U.S. Medical Education

從1870年到1920年間美國醫學教育的飛速發展為美國醫學教育確立一個基本結構，盡管之後的80年間不斷有新的發展，但這一基本結構沒有發生根本變化。美國醫學的專業地位的確立在很大程度上得益於醫學教育的發票。在當前教師專業化過程中，教師教育，特別是教師職前教育的改革首當其沖。美國醫學教育的發展給予教師職前教育改革一些有益的啟示：重新確立教師職前教育的培養目標；教師培養途徑要單一化；明確教學專業的知識基礎；嚴把准人關和産出關；大力加強實踐環節。

The rapid development of the U. S. medical education during the period from 1870 to 1920 set up a basic structure for its medical education. The basic structure did not have a fundamental change even though there were constantly new developments after eighty years of that period. The established professional position of the U. S. medical science benefited from the development of medical education in a great degree. In the course of current teacher professionalization the reform of teacher education， especially of teachers’ before-service education is a matter of primary importance. The U. S. medical educational development gives our reforms of teacher career education some helpful inspirations: reestablishing training goals of teachers’ before service education， uniforming the teacher cultivation approach， clarifying knowledge foundation of specialties of instruction， guaranteeing the quality of permission and output， and strengthening practice.