First, the three stages of teacher education in Germany
The whole process of teacher training in Germany includes three stages: learning stage, internship stage and on-the-job training stage. These three stages are complementary and integrated.
1. learning stage
At the stage of learning, that is, the theoretical learning stage of universities, key learning is the basic knowledge that teachers must possess, including subject knowledge and educational theoretical knowledge.
(1) Curriculum. German normal students mainly study theory during their study. They must study two teaching subjects and teaching theories of related subjects, and at the same time they must study courses including educational science and social science, in which educational science accounts for 25% of the total class hours.
Kassel University stipulates that students who intend to engage in secondary education should study two subjects, and they must be similar subjects. The education courses taken by normal students in this school mainly include basic education theory, European education history, curriculum development theory, teaching theory, teaching methods, psychology and so on. , and sociology, philosophy and other related social science disciplines.
(2) Educational probation. Educational probation is generally arranged in the third semester for 5-8 weeks. Educational probation is mainly to listen to the teacher's lectures and see how the teacher organizes teaching, corrects homework and manages students. Understand the whole process of school education operation and don't give lectures on the podium (according to relevant German laws, students can only attend classes after obtaining the qualification of trainee teachers).
Normal students can apply for the first national teacher qualification examination after meeting the corresponding conditions. The examination content mainly consists of graduation thesis, 120-minute written test, 80-minute oral test (trial) and short-term probation. Only those who pass the first exam can transfer to the second stage of study and obtain the qualification of national trainee civil servants.
2. Internship stage
In the stage of educational practice, it is important to cultivate teachers' teaching ability. Only those who have passed the first examination and obtained the qualification of trainee teachers can enter specialized teacher training institutions, which are collectively called seminars.
Before 1990, the time of educational practice varied from state to state. The shortest is 16 months, and the longest is 2.5 years, usually 1.5 years. Starting from 1990, the federal government, according to the decision of the Council of State Ministers of Culture and Education, stipulated that the internship period of teachers in each state should be two years. The first year is the stage of guidance and trial teaching. After four weeks of practice, I tried teaching under the guidance of the teacher. Usually in the morning, it is a trainee or a lecturer, and in the afternoon, it will be studied and discussed at the seminar. It was not until the second semester or even the second year that I began to undertake the teaching of a class independently. In the second half of the second year, I concentrated on preparing for the second national examination.
February-May every year is the period when German states hold the second national teacher qualification examination. The examination contents include: ① facing the judges and the examination Committee, taking two public courses; (2) within 4 hours, write an article about educational theory on the spot; (3) to participate in professional, minor, political and legal three oral examination. According to the statistics of Germany in recent years, only 80% of trainee teachers can pass the re-examination. Those who pass the second interview will become official teachers and civil servants and enjoy good treatment. German teachers' salary 1.5-2 times the average salary of employees.
3. On-the-job training stage
The purpose of on-the-job training is to make teachers have the ability to adapt to the rapid changes in society and shoulder the task of educational reform and innovation. At present, there are two main ways of continuing education for German teachers.
(1) autonomous learning. The main purpose of in-service teacher training is to make teachers understand the new development and achievements of educational science and professional science; Expand teachers' knowledge about psychological, social and political aspects of education; Make teachers re-recognize their tasks and roles in the ever-changing society. In Germany, the government and various educational groups often hold this kind of on-the-job education. Teachers can attend the training on their own on weekends, afternoons or evenings.
(2) send training. With the permission of the school, teachers go to teacher training institutions to study and train, and obtain another or higher qualification. Mainly including the teaching qualification of another subject; Teaching qualifications of other school types; Teaching qualification of trainee teacher training class; Qualifications for appointing principals and inspectors, etc.
Second, the main characteristics of German teacher education
1. Pay attention to the whole process of teacher training.
German teacher education attaches great importance to the whole process of teacher training, which is mainly reflected in the following three links.
First, the teaching profession is a job of educating people and dealing with people. Therefore, normal students must have strong language skills, interpersonal skills and knowledge transfer skills, which are indispensable. To this end, most German states require applicants to take a career orientation test, or go to primary and secondary schools for a period of time before entering school to test whether applicants have the potential to be teachers and whether they are plastic. Full-time tutor? The first link.
Second, German teacher education? Learning stage? And then what? Internship stage? what's up Full-time tutor? The intermediate link is to train students who love education into qualified teachers, including from theory to practice; From intelligence to character; All-round cultivation and shaping from knowledge to ability. During this period, normal students must pass two rigorous national teacher qualification examinations, and after repeated forging and tempering, they can become formal teachers.
3. What is on-the-job training? Full-time tutor? The last link concerns the sustainable development of teachers' professional level. In order to keep up with the development of the times, in-service teachers must establish the concept of lifelong learning, constantly absorb nutrition from the times and learn the latest knowledge.
2. Pay attention to the cultivation of teachers' teaching ability
Paying attention to the cultivation of teachers' teaching ability is a remarkable feature of German teacher education.
First, educate and influence students to cultivate their perceptual knowledge. The main task of educational probation is to attend and evaluate classes under the guidance of teaching teachers, and to enhance students' perceptual knowledge and ability to contact classroom scenes. Tutors are selected from primary and secondary schools. They have dual identities, both primary and secondary school teachers and university lecturers.
Second, the teaching practice is long and concrete, and it is necessary to cultivate the teaching ability of normal students. German states uniformly stipulate that the teaching practice time of normal students is two years. Spending two years to cultivate teachers' teaching ability has set a banner for teacher education all over the world, which shows the firm determination of the German government to cultivate teachers' teaching ability.
3. Adhere to the four-year teacher evaluation system.
The German government stipulates that teachers in primary and secondary schools should be comprehensively evaluated every four years. Teachers in complete middle schools and practical middle schools are mainly school principals, who give each teacher a detailed evaluation report every four years. The evaluation of teachers in primary schools and major middle schools is mainly based on the participation and cooperation of inspectors and principals. The evaluation of the teacher is objective and fair, and it is necessary to meet the teacher himself and sign for future reference. The inspector's task is to take classes at school and set up a copy for each teacher? Teacher work report? . The content is divided into two parts: first, the situation of the head teacher's class and students and their workload; The second is the teaching effect and working attitude of teachers. Teachers' evaluation results are divided into seven grades, and grade 1 is the best. Teachers with short working hours are generally 4-5, and few teachers can be rated as 1. They must be people with good teaching effect and outstanding scientific research achievements.
Third, the enlightenment to teacher education in China
According to the characteristics of teacher training in Germany, this paper puts forward the following three suggestions: ① When the time is ripe (ideas, financial resources and material resources), China's education administrative departments should incorporate the management of teachers at all levels into the sequence of national civil servants, further improve teachers' economic treatment and social status, and truly make teachers an ideal career envied by everyone. 2 introduction? Full-time tutor? Our educational philosophy pays more attention to on-the-job training of teachers. The state should formulate laws and regulations on on-the-job training for primary and secondary school teachers as soon as possible, and clarify the rights and obligations of on-the-job training for teachers. On the one hand, educational administrative institutions and schools should actively provide opportunities for teachers to study and study, and link on-the-job training with teachers' appointment, salary increase and promotion; On the other hand, teachers should take the initiative to apply for training and correctly handle the relationship between teaching and training. Only in this way can on-the-job teacher training be brought into the legal track. (3) All students who apply for teachers' classes should be interviewed and tested professionally before the exam, and those outstanding students who really love the teaching profession and are willing to devote their youth and blood to education should be selected to study in the education colleges of normal universities or comprehensive universities.
Compared with Germany, the educational probation and practice of normal students in China are far from each other. First of all, there is not enough attention to the overall education and training of students. Some just included educational probation in the teaching plan, but did not make specific inspection and implementation; Some schools have no uniform requirements, some are professional trainees, some are not, and there is a dispensable idea. Secondly, there is a lot of moisture in educational practice. Although the corresponding arrangements have been made for educational practice, the time is generally only 6-8 weeks (only equivalent to the time of educational practice in Germany). Some schools send leading teachers to practice middle schools; Some schools implement the educational practice inspection system, and send relevant personnel to select representative practice middle schools for inspection. It can be seen that at present, the inspection and guidance of educational practice in normal universities in China are relatively weak, and there is a lot of water in educational practice. There are two main reasons: on the one hand, practical middle schools are reluctant to let interns attend more classes because of the pressure of entrance examination or ranking. On the other hand, under the pressure of employment, internship is often the prime time to find a job, and some students are not at ease with education.
On the one hand, China should formulate the Regulations on Teacher Education Management and other rules and regulations as soon as possible, and make clear the time, content and purpose requirements of normal students' educational probation and internship, so as to have rules to follow. On the other hand, normal colleges and practical middle schools cooperate in all directions, and teachers learn to select in practice. Teaching teachers are both middle school teachers and university lecturers, and universities pay corresponding remuneration to practice middle schools and teaching teachers. Only in this way can we fully mobilize the enthusiasm of practical middle schools and stimulate teachers' subjective initiative. Third, normal universities should allocate special funds for educational probation and practice to ensure the normal development of educational practice activities.
There are many evaluation methods for primary and secondary school teachers in China, and there is no unified and standardized evaluation system, which is subjective and arbitrary to operate. Like selection? Excellent teacher? 、? Excellent class teacher? 、? Excellent educator? By analogy, the main measure of evaluation is the annual exam ranking or enrollment rate of the classes taught (managed). Therefore, China should establish and improve educational evaluation institutions, which should formulate a scientific and standardized evaluation system for primary and secondary school teachers suitable for China's national conditions. And entrust educational evaluation institutions to conduct comprehensive, objective and fair evaluation and assessment of teachers every academic year. Store each teacher's evaluation results in personal files and link them with promotion. Introduce incentive mechanism, set a model, establish a correct orientation, reward and commend advanced teachers, and promote the healthy development of teachers. In addition, the inspector system in China is sound, but its main responsibility is macro guidance and routine inspection, instead of going deep into the classroom, visiting parents and making an objective and comprehensive evaluation of teachers like German inspectors. In contrast, the gap is obvious. China pays attention to the macro-control of the educational process, while Germany pays attention to the subtle links of the educational process.
Four. Concluding remarks
To sum up, the three stages of teacher education in Germany have their own emphasis on teacher training. Pay attention to cultivating teachers' basic ability in the learning process; Cultivate teachers' teaching ability in the internship stage; In the post-service training stage, teachers should be trained to adapt to social changes. The three stages complement each other and blend into one, highlighting three main characteristics: paying attention to the whole process of teacher training; Pay attention to the cultivation of teachers' teaching ability; Adhere to the four-year teacher evaluation. A wise man corrects his own mistakes through the mistakes of others. We should actively learn from the advanced experience of German teacher education and introduce? Full-time tutor? In terms of educational concept, more attention is paid to on-the-job training of teachers; Strengthen educational practice and strive to improve teachers' teaching ability; Establish and improve educational evaluation institutions to comprehensively evaluate teachers' education and teaching. Only in this way can we promote the comprehensive and coordinated development of teacher education in China.
References:
[1] Zhu Huaixin and others on the professional development of teacher education in Germany. Comparative Education Research, 2004( 10).
[2] Zhang Kechuang. The reform trend of teacher education in Germany. Foreign Education Research, 2004(5).
[3] Zhang Guixin. Reflections on german teacher education. Teacher training in primary and secondary schools in 2004 (10).
[4] Niu Daosheng. The influence of German normal education on economy and society. Educational Theory and Practice, 2002(3).