美國能力本位教師教育運(yùn)動研究
發(fā)布時間：2018-08-27 08:56
【摘要】：能力本位教師教育運(yùn)動是美國二十世紀(jì)六、七十年代最具有影響力的教師教育改革運(yùn)動,以1967年美國聯(lián)邦教育總署頒布“初級教師培養(yǎng)方案”的提案要求為起點。1971年,由美國聯(lián)邦教育總署資助、以能力本位教育為主題的會議在休斯頓大學(xué)新建成的教育學(xué)院召開,標(biāo)志著運(yùn)動進(jìn)入全面發(fā)展階段；1977年,《教育職業(yè)發(fā)展法案》停止實施,政府不再為能力本位教師教育提供經(jīng)費(fèi),這場運(yùn)動也就開始走向衰落,80年代后運(yùn)動逐漸淡出了人們的視野。能力本位教師教育運(yùn)動最終以衰落被替代而落幕,但它有力促進(jìn)了美國教師教育的大變革,促進(jìn)了美國教師教育的教育目的、課程設(shè)置、教學(xué)方法、效果評估和教師資格認(rèn)證等一系列重要方面的改革和發(fā)展。它所宣揚(yáng)的“能力和行為目標(biāo)列表”,雖然在運(yùn)動后期遭到了猛烈的批判,但首次對能力進(jìn)行了清楚的定義和分類,并嘗試將能力轉(zhuǎn)化成可觀察的能力表現(xiàn),緩解了教師教育領(lǐng)域長期存在的“學(xué)術(shù)取向”和“專業(yè)取向”之爭,并使得教師培養(yǎng)機(jī)構(gòu)的職能發(fā)生了根本性的變化,從追求學(xué)歷的提升向注重教師能力的培養(yǎng)和強(qiáng)調(diào)教師教育的可觀察性效果轉(zhuǎn)變。它所倡導(dǎo)的“評估”體系,盡管在實踐中并未得到充分的運(yùn)用,但徹底改變了傳統(tǒng)的教師資格認(rèn)證體系,從注重教師質(zhì)量和教師教育的“輸入性”和“課程性”因素,轉(zhuǎn)向了重視“輸出性”和“結(jié)果性”因素。它所提出的“模塊”和“個性化教學(xué)指導(dǎo)”,雖然隨著心理學(xué)理論的發(fā)展而不斷被修正,但首次從一個嶄新的視角來審視教學(xué)過程中教師和學(xué)生的關(guān)系,從理論上激起人們對學(xué)生個性化學(xué)習(xí)和“以學(xué)生為中心”的關(guān)注,值得當(dāng)前教師教育界學(xué)習(xí)和借鑒。如何優(yōu)化教師教育模式,提高教師人才培養(yǎng)質(zhì)量,一直是高等師范院校教師教育面臨的重要課題。目前我國追求的是反思／批判的教師教育,對行為主義、能力本位等詞較為抵觸。但實際上,能力本位教師教育在能力本位教師教育運(yùn)動退出歷史舞臺后,其許多核心思想繼續(xù)在績效標(biāo)準(zhǔn)本位和反思／批判的教師教育中被保留了下來。因此,在對能力本位教師教育運(yùn)動的興起、發(fā)展、鼎盛再到衰落這一歷史過程分析的基礎(chǔ)上,深度剖析能力本位教師教育模式,仍然具有重要的意義,有助于我國教師教育汲取其經(jīng)驗教訓(xùn),為今后發(fā)展提供寶貴的借鑒。
[Abstract]:The competency-based teacher education movement is the most influential teacher education reform movement in the 1960s and 1970s in the United States, starting with the 1967 proposal by the United States Federal Administration of Education to promulgate the Primary teacher training Program. Sponsored by the United States Federal Agency of Education, a conference on the subject of competency-based education was held at the University of Houston's newly established School of Education, marking the full development of the movement; in 1977, the Education career Development Act ceased to be in force. The government no longer provides funds for competency-based teacher education, and the movement began to decline and gradually fade out of people's sight after the 1980s. Finally, the competency-based teacher education movement is replaced by decline, but it can promote the great reform of American teacher education, and promote the purpose, curriculum and teaching method of American teacher education. Effect evaluation and teacher qualification certification and a series of important aspects of reform and development. The list of abilities and Behavioral goals, which it preaches, has, for the first time, been clearly defined and classified, despite fierce criticism in the later stages of the movement, and attempts to translate it into observable ability performance. It alleviates the long-existing dispute between "academic orientation" and "professional orientation" in the field of teacher education, and makes the functions of teacher training institutions undergo fundamental changes. From the promotion of pursuing academic qualifications to the emphasis on the cultivation of teachers' ability and the emphasis on the observable effect of teacher education. The "evaluation" system advocated by it has not been fully applied in practice, but it has completely changed the traditional system of teacher qualification certification, focusing on the "input" and "curriculum" factors of teacher quality and teacher education. The emphasis on "output" and "resultant" factors has been shifted. Its "module" and "individualized instruction", although constantly revised with the development of psychological theory, have for the first time examined the relationship between teachers and students in the process of teaching from a new perspective. In theory, it arouses people's attention to students' individualized learning and "student-centered", which is worthy of study and reference in the field of teacher education at present. How to optimize the mode of teacher education and improve the quality of teacher training has always been an important subject of teacher education in normal colleges. At present, what our country pursues is reflective / critical teacher education, which conflicts with behaviorism and ability-based words. However, in fact, after the competency-based teacher education movement withdrew from the historical stage, many of its core ideas continued to be preserved in the performance standard and reflective / critical teacher education. Therefore, on the basis of the analysis of the historical process of the rise, development, prosperity and decline of the competency-based teacher education movement, it is still of great significance to deeply analyze the competency-based teacher education model. It is helpful for our teachers' education to learn from their experiences and lessons, and to provide valuable reference for future development.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2015
【分類號】：G659.712
本文編號：2206746
[Abstract]:The competency-based teacher education movement is the most influential teacher education reform movement in the 1960s and 1970s in the United States, starting with the 1967 proposal by the United States Federal Administration of Education to promulgate the Primary teacher training Program. Sponsored by the United States Federal Agency of Education, a conference on the subject of competency-based education was held at the University of Houston's newly established School of Education, marking the full development of the movement; in 1977, the Education career Development Act ceased to be in force. The government no longer provides funds for competency-based teacher education, and the movement began to decline and gradually fade out of people's sight after the 1980s. Finally, the competency-based teacher education movement is replaced by decline, but it can promote the great reform of American teacher education, and promote the purpose, curriculum and teaching method of American teacher education. Effect evaluation and teacher qualification certification and a series of important aspects of reform and development. The list of abilities and Behavioral goals, which it preaches, has, for the first time, been clearly defined and classified, despite fierce criticism in the later stages of the movement, and attempts to translate it into observable ability performance. It alleviates the long-existing dispute between "academic orientation" and "professional orientation" in the field of teacher education, and makes the functions of teacher training institutions undergo fundamental changes. From the promotion of pursuing academic qualifications to the emphasis on the cultivation of teachers' ability and the emphasis on the observable effect of teacher education. The "evaluation" system advocated by it has not been fully applied in practice, but it has completely changed the traditional system of teacher qualification certification, focusing on the "input" and "curriculum" factors of teacher quality and teacher education. The emphasis on "output" and "resultant" factors has been shifted. Its "module" and "individualized instruction", although constantly revised with the development of psychological theory, have for the first time examined the relationship between teachers and students in the process of teaching from a new perspective. In theory, it arouses people's attention to students' individualized learning and "student-centered", which is worthy of study and reference in the field of teacher education at present. How to optimize the mode of teacher education and improve the quality of teacher training has always been an important subject of teacher education in normal colleges. At present, what our country pursues is reflective / critical teacher education, which conflicts with behaviorism and ability-based words. However, in fact, after the competency-based teacher education movement withdrew from the historical stage, many of its core ideas continued to be preserved in the performance standard and reflective / critical teacher education. Therefore, on the basis of the analysis of the historical process of the rise, development, prosperity and decline of the competency-based teacher education movement, it is still of great significance to deeply analyze the competency-based teacher education model. It is helpful for our teachers' education to learn from their experiences and lessons, and to provide valuable reference for future development.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2015
【分類號】：G659.712
【引證文獻(xiàn)】
相關(guān)期刊論文 前1條
1 徐衛(wèi)林;彭曉春;張法碧;晉良念;;一道電路試題的考后分析與教學(xué)反思[J];科技資訊;2017年30期
，本文編號：2206746
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