自20世纪30年代开始，世界各国开始将职前教师教育的学历要求提升到学士后层次，同时改革传统的教师教育模式，通过增加学科教学知识的研究和教学、增加临床实践教学、促进大学与中小学合作、建设双重背景的教师教育者队伍、在实践中开展经验研究等方式，促进学士后教师教育课程中的“理论与实践相结合”。我国自1996年试点学士后教师教育项目，2006年正式实施学士后教师教育，目前已经步入学士后教师教育改革的深水区，但是课程与教学中“理论与实践相脱节”的问题仍然严重，亟需深化学士后教师教育课程改革，但现有的文献中缺乏对改革实践的反思研究，难以有效解决改革中的具体问题。 本研究选取了B大学TE研究所主办的中学语文和中学英语学科教师学士后教师教育项目中专业性统整课程的改革作为个案，通过对教师教育者、师范生进行访谈，观察课堂教学、教学展示、下校见习的情况，收集和分析课堂教学的视频、教学PPT以及师范生作业，来对个案中的改革背景、课程设计、课程实施进行深描，希望通过探讨个案中呈现的特点和问题，来探索“理论与实践相结合”的本土化改革方案。 研究发现，个案课程充分运用了教师教育比较研究的成果来重构课程，以培养具有理论反思能力的专业人员和促进师范生胜任力为目标，以教师工作的实践逻辑重构理论模块，聘请一线教育工作者构成多元教师教育者队伍，通过对应主题的下校见习、非正式课程的技能训练以及关注综合能力的教学展示评价来促进理论与实践的结合。然而由于制度环境因素和自身师资力量的限制，在实施过程中存在课程内容衔接不够、课程教学引导不够、课程评价标准分歧等问题，未能充分实现改革计划。针对改革所呈现的问题，本研究建议政府以政策规定中小学在学士后教师教育中的地位和角色，大学着重建设具有双重背景的教师教育者队伍，并且针对当前的改革经验进一步完善课程内容和编写教材，以反思性研究继续深化改革。

Since 1930s, various countries in the world started to promote initial teacher education to post-graduate level, and reform the traditional model to include research and teaching in pedagogical content knowledge, clinical instruction, university-school cooperation, multi-background teacher educators and empirical research in action to cultivate prospective teachers with both strong theoretical literacy and mature practical skills. China has been piloting post-graduate teacher education since 1996, and the formal implementation started in 2006. With the reform of post-graduate teacher education enters deep water, systematic empirical study of cutting-edge reform cases is in urgent need. This study chose a pedagogical curriculum reform in TE division, B university as the research case, using interview with teacher educators and teacher candidates, observation of lectures, teaching design appraisals and school visits, and document analysis of lecture videos, slides and assignments to draw a thick description and systematic explanation of the case’s background, design and implementation. As the findings suggest, the case has fully applied comparative research results of teacher education to re-construct the curriculum, aiming to promote teacher candidates’ theoretical reflection and practical competency, connecting theoretical modules with school teacher’s working logic, building a team of multi-background teacher educators, and interweaving lectures with corresponding school visits, skill training and teaching design appraisals to facilitate the integration of theory and practice. However, due to the institutional restrictions and lack of competent teacher educators, the implementation failed to fully realize the reform plan and exposed problems such as lack of link between theoretical modules, lack of guidance during teaching and instruction and lack of coherence in evaluation standards. Based on the research findings, this study suggests that the government puts forward policies to regulate the status and role of schools in post-graduate teacher education, while the university reinforces the cultivation of dual-background teacher educators, improves the curriculum structure, compiles new text books and continues to deepen the reform with reflective research.