【作者】 卓嘎；

【导师】 周志刚；

【作者基本信息】 天津大学 ， 教育经济与管理， 2005， 硕士

【摘要】 21世纪西藏基础教育改革的重点是通过开展新课程全面实施素质教育。在西藏基础教育改革和发展过程中教师素质是一个关键因素,教师的素质决定着基础教育目标的实现和教学活动的顺利展开。同时,基础教育课程改革对民族教师教育也提出了严峻的挑战。与时俱进的新课程理念、目标与方法强烈冲击着现有的教师教育体系。西藏教师教育要着眼未来,把握机遇,紧密配合基础教育课程改革,为民族地区基础教育的顺利发展保驾护航。本研究的总体思路是:首先全面回顾和平解放以来西藏教师教育的发展历程,并从西藏社会经济发展走向,教师教育现状、西藏中小学教师队伍的现状出发,分析了师范院校教育资源、办学条件、效率及师资队伍等状况,总结分析了教师教育在43年的发展历程中取得的经验及存在的不足。其次,依据西藏中小学教育师生历年数据及自治区教育发展的有关规划,用统计分析方法预测出了未来若干年中小学教育(包含职业教育)师资的需求量,为制定具有较大可行性的师范教育发展战略提供了理论依据。再次,在上述研究的基础上,结合西藏教师教育发展形势,评述了国外部分国家师资培养过程的一些成功经验,以及对西藏教师教育的启示。最后,以西藏社会经济发展趋势、基础教育改革与发展走向为依据,结合国际、国内教师教育改革趋向和西藏未来教师需求实际,提出了加强西藏中小学教师队伍建设的重点措施及教师教育发展的战略对策。本课题研究采用了调查法、文献法(含网上查阅)、比较法、统计法等方法。更多还原

【Abstract】 The overall train of thought of this research is: Review the development coursewhich the Tibet teacher educates after liberation of peace in an all-round way at first,and from social economic development trend of Tibet, teacher’s education currentsituation, the current situations of the teaching bodies of middle and primary schoolsof Tibet set out, have analysed the states, such as educational resource, condition forrunning a school, efficiency and teachers’ team of normal colleges and schools ,etc.,have summarized and analysed that a teacher educates the experience made in thedevelopment course of 43 and deficiency existing. Secondly, according to the relevantplanning of the data and autonomous region educational development over the years ofteachers and students of Tibet education of middle and primary schools, have predictedby counting the analytical method out the teachers’ demand of education of middle andprimary schools (includes vocational education), have offered the theoreticalfoundation for the thing that make the development strategy of teacher education withbigger feasibility. Moreover, on the basis of above-mentioned research, combine Tibetteacher’s educational development situation, and to the enlightenment which Tibetteacher education after quoting some successful experience that foreign some nationalteachers train the course. Finally, move towards for the basis with the social economicdevelopment trend. Basic educational reform and development of Tibet, accord withthe international, domestic teacher’s educational reform and tend to and teacher’sdemand reality in the future of Tibet, have put forward the key measure ofstrengthening teacher’s building of contingent of middle and primary schools of Tibetand strategic countermeasure of teacher’s educational development. Have studied andadopted methods, such as investigation method, document law (including consultingon the net), comparative law, statistic law, etc. in this subject.更多还原