【作者】 娜达莎（Tyuryukhanova Natalia）；

【导师】 温恒福；

【作者基本信息】 哈尔滨师范大学 ， 课程与教学论， 2012， 博士

【摘要】 教师教育课程的水平决定着教师教育的特征与质量，中俄两国在教师教育课程方面曾有过相同的经历，但自从前苏联解体之后，则有了较大的区别，本文深入系统地研究了两国教师教育课程的特征与宝贵经验，对两国教师教育课程的发展都具有重要意义。本文主要包括六个部分：第一章绪论主要介绍了研究的目的、意义与研究思路和研究方法；第二章是从中国教师教育课程改革、俄罗斯教师教育课程改革和中俄教师教育课程改革三个维度所做的文献综述；第三章主要研究俄罗斯与中国教师教育课程改革历程与背景。描述了俄罗斯和中国教师教育课程改革的基本阶段和相应的社会经济与教育背景；第四章描述俄罗斯教师教育课程改革的现状与问题，包括现行教师教育课程改革的指导思想与目标、教师教育课程设置现状，并指出了存在的未来教师的文化艺术修养不足，人文精神缺失、教师教育尚不能有效形成未来教师的职业特性、实习课程的质量有所下降、教师教育教课程育内容和教育学与心理学方面的素养有待加强等非问题；第五章论述了中国教师教育课程改革的现状与教师教育课程改革的政策、指导思想、目标等方面存在的问题，特别是在教师教育课程的结构、内容、标准、实施和评价等方面的存在的问题；第六章主要研究中俄教师教育课程改革专业化、人文化、一体化倾向和两极教师教育课程管理体系建立与教师教育课程标准确立等倾向的比较，并论述了两国教师教育课程改革的相互启示；结论部分则对全文进行了总结提炼，进一步明确了论文的观点。更多还原

【Abstract】 The level of pedagogical education curriculum determines quality and peculiaritiesof the pedagogical education. For a long time Russia and China in the pedagogicaleducation curriculum area had had similar experiences, but after the USSR dissolutionthese countries started to develop their own special experiences. It has led to theappearance of some differences in the pedagogical education curriculum of twocountries. This research is about peculiarities and valued experiences of two countries inthe pedagogical education curriculum. And it has a great value to the pedagogicaleducation of Russia and China.This dissertation has six main parts. Introduction is the first part, it views aims,urgency, methods and ways of the research. The second part includes the study of thesources, which are closely connected with China and Russian pedagogical educationcurriculum. The third part describes the history of China and Russian pedagogicaleducation curriculum reformation, views the main steps of reformation, analyzessocial-economic backgrounds of both countries. The forth part of the research discribesthe contemporary situation of the pedagogical education curriculum reformation inRussia, it includes the main aims and trends of the reformation, current state of thepedagogical education curriculum, and present problems, for instance, the incompetenceof cultural and spiritual education, the inability of the pedagogical education to establishfuture teachers professional skills, the necessity to refresh pedagogical andpsychological training of future teachers, the necessity to improve quality ofpedagogical practice and so on. The fifth part describes contemporary pedagogicaleducation curriculum reforms in China, including aims, trends and policy of the reforms.It also analyzes the problems of the curriculum structure, content, quality assessmentand the curriculum standards. In the sixth part China and Russian pedagogical educationcurriculum reforms are compared, and their similar and different experiences areanalyzed. The similar experiences are: competence approach in the pedagogicaleducation development, two-level (governmental and university) pedagogical educationquality control system. The difference is in the diversity of curriculum content, the sumof pedagogical practice hours. In the conclusion part the value of the research to the pedagogical education in Russia and China is determined.更多还原