大理大学学报 ›› 2021, Vol. 6 ›› Issue (11): 104-111.

• 教育学-心理学 • 上一篇    下一篇

30年来我国教师教育模式研究的热点与演进 ——基于1991—2020年文献的CiteSpace可视化分析

  

  1. 1.云南师范大学教育学部,昆明 650092
  • 收稿日期:2020-08-19 修回日期:2021-10-25 出版日期:2021-11-15 发布日期:2021-12-26
  • 作者简介: 史晓宇,教授,博士,主要从事教师教育、教育学原理研究。

Research Hotspot and Evolution of Teacher Education Model in China in the Past 30 Years Based on CiteSpace

Visual Analysis of Literature from 1991 to 2020

  • Received:2020-08-19 Revised:2021-10-25 Online:2021-11-15 Published:2021-12-26

摘要:

教师教育模式是教师教育发展的重要组成部分。采用文献分析、知识图谱方法,对30年来我国教师教育模式研究的发展轨迹、现状与热点进行分析,结果显示:从时空分布来看,教师教育模式研究的发文数量呈现阶段性特征,研究机构具有广泛性和集中性;从演进历程来看,主要分为三个阶段:第一阶段(19912000年)重视中小学教师继续教育模式研究;第二阶段(20012010年)关注教师教育模式改革研究;第三阶段(20112020年)侧重实践取向和协同创新教师教育模式研究。继而围绕中国特色教师教育理论、合作协同创新、专业化和学历提升、信息化教学、师德、质量保障体系六个方面提出研究建议,以期助推教师教育研究的高质量发展。

关键词:

教师教育模式, 知识图谱, 可视化分析

Abstract:

Teacher education model is an important part of the development of teacher education. This study uses literature analysis and knowledge mapping methods to analyze the trajectory status quo and hotspots of teacher education model research in China in the past 30 years. The results show that from the perspective of time and space distribution the number of published papers on teacher education model research continues to increase and the research institutions are both extensive and concentrated from the perspective of evolution there are mainly three stages the first stage 1991-2000 attaches importance to the study of the continuing education model for primary and secondary school teachers the second phase 2001-2010 focuses on the research of teacher education model reform the third phase 2011-2020 emphasizes on the practice orientation and collaborative innovation of teacher education model research. Then suggestions are put forward from five aspects teacher education theory with Chinese characteristics cooperative and collaborative innovation professionalization and academic qualification improvement information-based teaching teacher ethics and quality assurance system in order to promote the high-quality development of teacher education research.