摘    要

培养小学全科教师，既是国际上发达国家和地区小学教师培养的发展趋势，也顺应我国教育改革的趋向，满足小学教育作为基础性教育对小学生综合素质的培养而对教师提出的成为高素质专业化复合型人才的要求，适应小班化教学的发展方向，同时还有利于高等师范院校师范生的就业。85425

作为培养小学全科教师的基础，培养课程的设置显得至关重要。

我国高等师范院校本科层次小学全科教师培养尚处于探索阶段。在当下，部分高等师范类院校开始尝试本科层次的培养。杭州师范大学小学教育专业2015级师范生作为杭州师范大学第一届以培养小学全科教师为目标的学生，其培养课程的设置尚属首次。

韩国教师职前教育与中国有许多相同点，作为已经全面开展小学全科教师培养的国家，其在小学全科教师培养课程的设置方面有许多值得借鉴的地方。釜山教育大学作为一所4年制的韩国国立教育大学，其师范生课程设置对杭州师范大学的课程设置有借鉴意义。

本文通过中韩两国高等师范院校小学全科教师培养的课程设置比较，为我国未来小学全科教师职前培养课程设置的优化提供一些建议。本文包括四章。第一章首先介绍选题的原因和选题意义，在广泛收集资料的基础上，进行文献综述，分析中韩两国相关的研究现状，对论文涉及的一些概念性词汇进行界定。第二章主要介绍中韩全科教师培养背景与现状。第三章主要介绍中韩小学全科教师课程设置，以釜山教育大学2015级学生和杭州师范大学2015级为例，分析并比较两所学校课程内容设置、课程学分设置等方面。概括并总结两所学校课程设置的相同点和不同点。第四章，通过分析及总结，对小学全科教师培养课程设置的完善提供一些建议。85425

毕业论文关键词：中国； 韩国； 高等师范院校； 小学全科教师； 课程设置； 比较研究

Abstract: Training general elementary school teacher, is not only an international development trend of developed countries and regions on elementary school teacher training, but also complies with the trend of education reform in our country。 It meets the demand that elementary education is a basic education for elementary school students and elementary school needs the high-quality talents to teach students in small class。 It is also conducive to employment for higher normal university students。

As the basis of training general elementary school teacher, curriculum provision is crucial。

The undergraduate general elementary school teacher training in higher normal universities is still in the exploratory stage。 Now, some higher normal universities start to train general elementary school teacher at undergraduate level。 In 2015, the students who major in elementary school education are the first students that Hangzhou Normal University trains them as general elementary school teachers。 It is the first time to set of general elementary school teacher training courses。源Q于W优H尔J论K文M网WwW.youeRw.com 原文+QQ75201.,8766

The pre-service teacher education in South Korea and China has a lot in common。 As a country which train general elementary school teacher comprehensively, it has many things worthy of learning。 Busan National University of Education is a 4-year national university, its curriculum provision in general elementary school teacher training is worth learning。

This article compares the differences of curriculum provision between two countries so that it can give some suggestion for our country。 This article includes four parts。 The first chapter introduces the reason and significance, based on the extensive collection of data, it carries on the literature to summarize and analyses the present situation, then it definite some conceptual vocabularies。 The second part mainly introduces the current situation of general teachers training。 The third part mainly introduces the characteristics of the curriculum in China and South Korea and inpidual comparison。 It analyzes and compares the differences between Busan National University of Education and Hangzhou Normal University in teaching contents installation and credit setting, then sum up and summarizes the similarities and differences。 The fourth part offers some suggestions for the curriculum provision。