本文選題：優(yōu)秀教師專業(yè)標(biāo)準(zhǔn) + 優(yōu)秀科學(xué)教師專業(yè)標(biāo)準(zhǔn)��； 參考：《華東師范大學(xué)》2012年博士論文

【摘要】：無數(shù)研究和國內(nèi)外教育實(shí)踐表明：教師質(zhì)量是影響學(xué)生成績和教育質(zhì)量的關(guān)鍵因素。美國自2002年以來實(shí)施《不讓一個(gè)孩子掉隊(duì)》中小學(xué)教育法案,要求“核心學(xué)科”的所有教師在專業(yè)素質(zhì)上必須“高度合格”,要求“每個(gè)班級(jí)必須有一名優(yōu)秀教師”。美國政府決策者和社會(huì)大眾比任何時(shí)候都深信：“美國公立教育的命運(yùn)系于教師”。近年,美國聯(lián)邦政府又把“投資優(yōu)秀教師”、“投資卓越教學(xué)”作為一項(xiàng)政策重點(diǎn)。在這樣的背景下,本研究以美國優(yōu)秀科學(xué)教師專業(yè)標(biāo)準(zhǔn)及基于標(biāo)準(zhǔn)的評(píng)價(jià)、認(rèn)證作為重點(diǎn),旨在從理論與實(shí)際的結(jié)合上描述與剖析優(yōu)秀科學(xué)教師專業(yè)標(biāo)準(zhǔn)的內(nèi)涵,闡釋基于標(biāo)準(zhǔn)的科學(xué)教師評(píng)估與資格認(rèn)證的過程,考察優(yōu)秀科學(xué)教師專業(yè)標(biāo)準(zhǔn)及認(rèn)證在學(xué)校、學(xué)區(qū)和州層面已經(jīng)產(chǎn)生的積極影響,研究美國在優(yōu)秀教師專業(yè)標(biāo)準(zhǔn)基礎(chǔ)上建立教師評(píng)價(jià)與支持體系并由此普遍提高教師質(zhì)量的路徑,為我國制定和試行教師專業(yè)標(biāo)準(zhǔn)、促進(jìn)教師專業(yè)發(fā)展提供有益的借鑒。 導(dǎo)論部分從世界范圍關(guān)注教育質(zhì)量與教師質(zhì)量的趨勢(shì)和美國高度重視科學(xué)教育及科學(xué)教學(xué)標(biāo)準(zhǔn)的視角說明了本論文研究問題提出的背景,闡述核心概念,說明研究的目的與方法,說明論文內(nèi)容架構(gòu)。 第一章“美國科學(xué)教育與科學(xué)教學(xué)標(biāo)準(zhǔn)”。從美國政府、學(xué)界、企業(yè)界賦予科學(xué)教育的戰(zhàn)略地位分析了作為美國科學(xué)教育發(fā)展藍(lán)圖的《國家科學(xué)教育標(biāo)準(zhǔn)》,該標(biāo)準(zhǔn)強(qiáng)調(diào)“科學(xué)面向全體學(xué)生”、“建設(shè)全民富有科學(xué)素養(yǎng)的社會(huì)”、“科學(xué)學(xué)習(xí)是一個(gè)能動(dòng)過程”、“學(xué)�？茖W(xué)要反映理性傳統(tǒng)與文化傳統(tǒng)”、“改進(jìn)科學(xué)教育是改革教育體系的一部分”等指導(dǎo)原則。該章描述了基于《國家科學(xué)教育標(biāo)準(zhǔn)》的科學(xué)教學(xué)標(biāo)準(zhǔn),這些“標(biāo)準(zhǔn)”是其后“國家教學(xué)專業(yè)標(biāo)準(zhǔn)委員會(huì)(NBPTS)"開發(fā)“優(yōu)秀科學(xué)教師專業(yè)標(biāo)準(zhǔn)”的重要基礎(chǔ)。 第二章“美國優(yōu)秀科學(xué)教師專業(yè)標(biāo)準(zhǔn)的框架與內(nèi)容”闡釋了由美國“國家教學(xué)專業(yè)標(biāo)準(zhǔn)委員會(huì)”開發(fā)的“優(yōu)秀教師專業(yè)標(biāo)準(zhǔn)”框架,重點(diǎn)分析了適用于所有優(yōu)秀教師的五大核心要求和優(yōu)秀科學(xué)教師專業(yè)標(biāo)準(zhǔn)的十二項(xiàng)要求：1)了解學(xué)生；2)科學(xué)知識(shí)；3)科學(xué)教學(xué)知識(shí)；4)教學(xué)設(shè)計(jì)；5)學(xué)習(xí)環(huán)境；6)多樣性、公正、公平與倫理；7)科學(xué)探究；；8)跨學(xué)科聯(lián)系；9)教學(xué)評(píng)價(jià)；10)反思(教學(xué)實(shí)踐)；11)提升專業(yè)品質(zhì)(領(lǐng)導(dǎo)作用、專業(yè)合作、專業(yè)學(xué)習(xí))；12)(與家庭和社區(qū))互動(dòng)與合作。根據(jù)實(shí)地調(diào)研結(jié)果,分析和總結(jié)了即將發(fā)布的新版優(yōu)秀科學(xué)教師專業(yè)標(biāo)準(zhǔn)所反映的科學(xué)教學(xué)和科學(xué)教師專業(yè)發(fā)展的思想與內(nèi)容方面的重要趨勢(shì)。 第三章“美國優(yōu)秀科學(xué)教師專業(yè)標(biāo)準(zhǔn)的制定”,根據(jù)實(shí)地觀察記錄,闡述了國家教學(xué)專業(yè)標(biāo)準(zhǔn)委員會(huì)制定優(yōu)秀科學(xué)教師專業(yè)標(biāo)準(zhǔn)的指導(dǎo)思想、制定小組的人員構(gòu)成與以及標(biāo)準(zhǔn)制定的過程。 第四章“基于標(biāo)準(zhǔn)的優(yōu)秀科學(xué)教師評(píng)價(jià)與認(rèn)證”,闡述了美國國家教學(xué)專業(yè)標(biāo)準(zhǔn)委員會(huì)基于標(biāo)準(zhǔn)的優(yōu)秀教師評(píng)價(jià)的設(shè)計(jì)思想和評(píng)價(jià)方法、優(yōu)秀科學(xué)教師的評(píng)價(jià)內(nèi)容,以及教師申請(qǐng)“優(yōu)秀”水平認(rèn)證的原則和辦法；根據(jù)有關(guān)數(shù)據(jù),統(tǒng)計(jì)和分析了美國優(yōu)秀科學(xué)教師的認(rèn)證情況；介紹了標(biāo)準(zhǔn)、評(píng)估與認(rèn)證促進(jìn)教師專業(yè)發(fā)展進(jìn)而影響課堂教學(xué)實(shí)踐的具體方式。 第五章“優(yōu)秀教師專業(yè)標(biāo)準(zhǔn)及認(rèn)證實(shí)踐的影響”,分析了專業(yè)標(biāo)準(zhǔn)在學(xué)校、學(xué)區(qū)和州的層面對(duì)學(xué)生學(xué)習(xí)、教師實(shí)踐和專業(yè)發(fā)展的影響,并總結(jié)了委員會(huì)為進(jìn)一步擴(kuò)大影響所采取的措施。 第六章“建立基于標(biāo)準(zhǔn)的教師評(píng)價(jià)與支持系統(tǒng)”,著重介紹和論述了如何運(yùn)用“優(yōu)秀(科學(xué))教師專業(yè)標(biāo)準(zhǔn)”并根據(jù)標(biāo)準(zhǔn)評(píng)價(jià)與認(rèn)證優(yōu)秀教師的成功經(jīng)驗(yàn),建立面向教師評(píng)價(jià)與支持系統(tǒng)以科學(xué)評(píng)價(jià)教師工作表現(xiàn)、促進(jìn)全體教師專業(yè)成長的教師政策頂層設(shè)計(jì)。 “結(jié)語與建議”部分總結(jié)了美國“國家教學(xué)專業(yè)標(biāo)準(zhǔn)委員會(huì)”二十五年來開發(fā)包括科學(xué)學(xué)科領(lǐng)域在內(nèi)的優(yōu)秀教師專業(yè)標(biāo)準(zhǔn)并認(rèn)證優(yōu)秀教師的基本經(jīng)驗(yàn),同時(shí),從深入開展教師政策研究、應(yīng)用優(yōu)秀教師專業(yè)標(biāo)準(zhǔn)促進(jìn)政府科學(xué)決策、改進(jìn)基于專業(yè)標(biāo)準(zhǔn)的教師評(píng)價(jià)等方面提出了實(shí)際的建議,目的在于為我國試行中小學(xué)教師專業(yè)標(biāo)準(zhǔn)提供有益的經(jīng)驗(yàn)借鑒。
[Abstract]:Numerous studies and educational practices both at home and abroad have shown that the quality of teachers is a key factor affecting students' performance and quality of education. Since 2002, the United States has implemented "no child left off > primary and Secondary Education Act", and all teachers in the "core subject" must be "highly qualified" in their professional qualities, requiring "every class must have" "A good teacher." the American government policy makers and the public are more convinced than ever that "the fate of American public education is a teacher." in recent years, the United States federal government has made "investment excellent teachers", "investment excellence teaching" as a policy focus. Industry standard and standard based evaluation and certification are the key points. The purpose of this paper is to describe and analyze the connotation of the professional standards of excellent science teachers from the combination of theory and practice, to explain the process of standard based evaluation and qualification of scientific teachers and to investigate the product of excellent science teachers' professional standards and certification in schools, school districts and state levels. It has a great influence on the establishment of teacher evaluation and support system on the basis of excellent teachers' professional standards and the path to improve the quality of teachers. It provides a useful reference for the formulation and trial of teachers' professional standards and the promotion of teachers' professional development.
The introduction explains the background of the research problems in this paper, expounds the core concepts, explains the purpose and methods of the research, and explains the framework of the content of the paper, from the perspective of the worldwide attention to the quality of education and the quality of teachers and the high emphasis on the standards of Science education and science teaching in the United States.
Chapter 1 "American standards for education and science teaching". From the American government, the academic circle and the strategic position of the enterprise, the strategic position of science education is analyzed as the national science education standard, which is the blueprint for the development of science education in the United States. The standard emphasizes "science for all students" and "building a society with scientific literacy for all people", "science" "Learning is a dynamic process", "school science should reflect the rational tradition and cultural tradition", "improving science education is part of the reform of the education system" and other guiding principles. This chapter describes the scientific teaching standards based on the national standards for science education. These "standards" are "the national Standard Committee for teaching standards (NBPTS)". The important basis for issuing "professional standards for outstanding science teachers".
The second chapter, "the framework and content of American excellent science teachers' professional standards" explains the "excellent teacher professional standard" framework developed by the National Standard Committee for national teaching professional standards in the United States, and focuses on the analysis of the twelve requirements for the five core requirements and the professional standards of excellent teachers for all excellent teachers: 1) understanding. Students; 2) scientific knowledge; 3) science teaching knowledge; 4) teaching design; 5) learning environment; 6) diversity, justice, fairness and ethics; 7) scientific inquiry; 8) interdisciplinary contact; 9) teaching evaluation; 10) reflection (Teaching Practice); 11) promoting professional quality (leadership, professional cooperation, professional learning); 12) interaction and interaction with family and community. Cooperation. According to the results of field research, this paper analyzes and summarizes the important trend of the thought and content of science teaching and science teachers' professional development, which are reflected by the new edition of the new outstanding science teachers' professional standards.
In the third chapter, "the formulation of the professional standards for excellent science teachers in the United States", according to the field observation records, the guiding ideology of the National Standard Committee for teaching professional standards for the establishment of excellent scientific teachers' professional standards is expounded, and the personnel constitution and the process of the standard formulation of the group are formulated.
The fourth chapter, "standard based evaluation and certification of excellent science teachers", expounds the design ideas and evaluation methods of the excellent teachers' evaluation based on the standard, the evaluation content of excellent science teachers, and the principles and methods for teachers to apply for "excellent" level identification; according to the relevant data, Statistics It also analyzes the certification of excellent science teachers in the United States, and introduces the specific ways of standards, evaluation and certification to promote the professional development of teachers and further influence the practice of classroom teaching.
The fifth chapter, "the influence of professional standards and certification practice of excellent teachers", analyzes the impact of professional standards on students' learning, teacher practice and professional development in schools, school districts and states, and summarizes the measures taken by the committee to further expand the impact.
The sixth chapter "establishes the standard based teacher evaluation and support system". It introduces and expounds how to apply the professional standards of "excellent (Science) teachers" and the successful experience of evaluating and authenticated excellent teachers according to the standard, and establishing a teacher evaluation and support system to evaluate teachers' performance scientifically and promote the professional growth of all teachers. The top-level design of the teacher policy.
The part of the conclusion and suggestion summarizes the development of the National Standard Committee for teaching professional standards of the United States in the past twenty-five years to develop excellent teachers' professional standards, including the field of science, and to authenticate the basic experience of excellent teachers. At the same time, the research on Teachers' policy and the application of professional standard of excellent teachers to promote scientific decision-making and improvement of the government Practical suggestions are put forward based on professional standards of teacher evaluation, aiming to provide useful experience for our pilot teachers in primary and secondary schools.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：G451.1

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