比较教育研究
比較教育研究
비교교육연구
Comparative Education Review
2014年
12期
74~78
,共null页
职业教育 教师教育 课程设置 专业教学能力 德国
職業教育 教師教育 課程設置 專業教學能力 德國
직업교육 교사교육 과정설치 전업교학능력 덕국
vocational teacher education; curriculum; professional teaching ability
德国职教教师教育按专业大类设置专业，采用5年制本硕一体化培养模式，遵从职教教师专业教学能力形成的逻辑构建“一主线、三层次、六模块”的金字塔式课程结构，将企业、教学实践实习课程，贯穿于职教教师大学教育的始终。这对于我国职教教师教育的改革具有借鉴意义。
德國職教教師教育按專業大類設置專業，採用5年製本碩一體化培養模式，遵從職教教師專業教學能力形成的邏輯構建“一主線、三層次、六模塊”的金字塔式課程結構，將企業、教學實踐實習課程，貫穿于職教教師大學教育的始終。這對于我國職教教師教育的改革具有藉鑒意義。
덕국직교교사교육안전업대류설치전업，채용5년제본석일체화배양모식，준종직교교사전업교학능력형성적라집구건“일주선、삼층차、륙모괴”적금자탑식과정결구，장기업、교학실천실습과정，관천우직교교사대학교육적시종。저대우아국직교교사교육적개혁구유차감의의。
The majors are set according to the professional category in German vocational teacher education system, students are trained in a 5-year bachelor-master integration mode. The pyramid structure of curriculum consisting of one main line, three levels and six modules is constructed complying with the formation logic of voca- tional education teaching ability of teachers. The teaching practice courses are throughout the vocational teacher＇s education. Germany practice is of reference and inspiration for reforming the vocational teacher education in China.
