摘要：高等师范教育的办学模式既要受到外部政治、社会、经济困难因素的影响，又要服从高师教育课程结构内部的客观规律。我国在高师教育办学模式的取舍上之所以一直摇摆不定，就在于进行课程设计时，对课程结构的内部规律要求没有给予应有的重视，由此造成行动上的偏差和调整的盲目性。因此，分析借鉴西方发达国家师范教育中教育科学课程设计的历史与经验，总结我过高师教育科学课程设计模式演变的特点，分析存在的问题，提出改革的思路，对提高课程设计的科学性，使高等师范教育专业办学模式的改革有据可依，有着积极而重要的意义。
作者提出了高师院校师范专业教育科学课程改革的基本思路：
首先，要优化师范教育课程结构必须做到四个结合，即提高整体素质与强化专业基础相结合；拓宽专业口径与适应中小学教育改革相结合；开拓专业新领域与适应和促进地方经济发展相结合；突出师范特色与面向普通中学教育相结合。
其次，优化师范教育课程结构：首先是明确师范教育课程结构的指导思想，应该是强化基础，拓宽口径，文理渗透，提高能力；其次是把握优化师范教育课程结构体系的统一性、实践性、广博性、衔接性和超前性等主要特征。
最后，要优化高等师范教育课程结构体系的途径与方法：一是预测未来，确立我国师范教育体系改革与发展措施，建立“师范教育一体化”模式，就是从幼儿园到小学、初中、高中的师资一体化，从教育科学的理论准备到实践技能上更具有针对性；二是努力增强师范教育体系的开放性与兼容性；三是合理利用师范教育资源，提高办学质量和效益，师范院校应与教育学院、教师进修学校、职业技术学院合并，逐步取消中等师范学校和师范专科学校，过渡到重点综合大学和师范大学培养师资，使“专业性”和“师范性”达到较高水平的融合。
关键词：师范院校，教师教育，教育科学，课程
Abstract: The school-running pattern for advanced normal education is under the great influence of such external factors as political policy, social demands and economic development. But it has to follow the internal objective principles of its course structures The reason why there is always a swaying situation of what is maintained or removed in the patterns for advanced normal education is that the deficient emphases on the external and internal factors of its course structure lead to the deviational action and blind readjustment. Therefore, there is a necessity to analyze the history and experience of designing the courses for the normal education in western developed countries, and to give an overview of how the course-designing pattern has evolved with the development of advanced normal education in China. On the basis of the above-mentioned analysis and overview, it is of great necessity to make an analysis of its current problems to produce some ideas of reform on advanced normal education in China. All of the above play a positive and important role in improving the scientific standards for designing courses and providing scientific evidence for the reform on the school-running patterns for Chinese advanced normal education.
The basic ideas of the reform on the educational science in advanced normal education institutes are:
First of all, the optimization of course structure for normal education has to follow the following four combinations, that is, the combination between the promotion of the integral qualities and the consolidation of the basic education in special field of study, the combination between the meeting of the major requirements on a larger scale and the adjustment to the reforms on elementary and secondary education, the combination between the establishment of new specialty and the adjustment to and the acceleration of local economic development, and the combination between the projection of special features of normal education and the orientation to secondary education.
Secondly, the optimization of course structure for normal education consists firstly in clarifying the leading thoughts on normal education course structures, that is, the enhancement of the basic qualities, the increase of major requirements, the mutual infiltration of the social science and the natural science, and the improvement of students’ abilities and secondly in the mastery of the systematic, practical, extensive, connective, future-oriented, etc. course structures for normal education.
Lastly but not the least important, there are the following approaches and methods for optimizing course structure system. The first one is the future-orientation to make the reform on and developmental measure of normal education system and to establish the patterns of “well-coordinated normal education system”, that is, the well-coordinated teaching staff from kindergarten, to elementary school, junior school and senior school and the better-oriented efforts in theoretical preparation and practical performance of educational science. The second one is the great efforts to strengthen the openness and compatibility of normal education system. The third one is the reasonable application of normal education resources to improve school-running qualities and efficiencies, the merging of normal colleges or schools, educational colleges, teachers’ further-studying schools, vocational colleges into comprehensive universities or normal universities to cultivate teachers by step-by-step removal of secondary normal schools and normal junior colleges. On such a basis, the combination of specialty and normalness has an access to high levels.
Key words: institutes of normal education; teacher’s training; educational science; course
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