德國師資培育兩階段學位學程發展之研究

Abstract

Bologna進程帶動德國高等教育學位制度的改革，也牽動德國師資培育制度的變革。德國師資培育制度由傳統以國家考試為畢業資格的單一階段學程架構，轉而區分為學士階段與碩士階段的學程架構。本研究旨在探討德國師資培育兩階段學位學程的引進，闡述其制度架構與改革進展，並透過官方政策文件與相關研究文獻，分析改革議題的討論。本研究總結德國師資培育兩階段學位學程改革的特點為：普遍採用整合性學程模式、結合高等教育與師資培育的雙重改革、呈現傳統與創新並存的風貌，以及多元課程模式的增生，最後根據研究結論提出對於臺灣師資培育改革之建議。

The Bologna Process has led to the reform of the higher education diploma system in Germany, which in turn triggered changes in the country's teacher-development system. The two-stage diploma program (bachelor and master programs) has replaced the traditional one-stage structure, where a national qualification test was used as the single criteria for the teacher-development system. The purpose of this research was to explore the introduction process of the two-stage diploma program and explain its system structure and reformative progress. An analysis on the relevant reformative issues was also conducted by studying the official policy documents and relevant research papers. In sum, the two-stage diploma program in Germany is characterized by the extensive adoption of an integrated program model, while in the meantime enforcing a two-fold reform in both the higher education and the teacher-development system. This approach allowed the co-existence of traditional and new systems, leading to increased and diversified course models. According to the above results, the researcher made some suggestions about the reform of the teacher-development system in Taiwan.