本文選題：美國專業(yè)教學(xué)標(biāo)準全國委員會 + 專業(yè)教學(xué)標(biāo)準�。� 參考：《華東師范大學(xué)》2011年博士論文

【摘要】：隨著世界范圍內(nèi)教育改革的深入發(fā)展,教師質(zhì)量問題成為世界各國關(guān)注的焦點,促使世界各國將教學(xué)專業(yè)標(biāo)準的研發(fā)提上日程；另一方面,教育界在促使教學(xué)成為一門專業(yè)方面的不懈努力,也使教學(xué)專業(yè)標(biāo)準的應(yīng)運而生成為必然。因此,世界各國逐漸將“教師/教學(xué)專業(yè)標(biāo)準”作為保障與提高教師質(zhì)量、促進教學(xué)專業(yè)化的重要途徑。美國專業(yè)教學(xué)標(biāo)準全國委員會研發(fā)與實施的美國優(yōu)秀教師專業(yè)教學(xué)標(biāo)準及其認證,是世界上第一部優(yōu)秀教師標(biāo)準與認證體系,也被評價為世界所有國家中為達到高專業(yè)標(biāo)準的教師建立標(biāo)準及認證體系方面最有抱負的嘗試。 本文的第一、二章在對教學(xué)專業(yè)標(biāo)準的內(nèi)涵特征進行解讀的基礎(chǔ)上,探究了美國專業(yè)教學(xué)標(biāo)準及其認證的理論與實踐基礎(chǔ)。美國優(yōu)秀教師專業(yè)教學(xué)標(biāo)準以其五項核心標(biāo)準回答了“教師應(yīng)該知道什么和應(yīng)該能做到什么”這一根本性問題,同時也為“優(yōu)秀教學(xué)實踐”確立了其愿景,作為委員會制定所有領(lǐng)域標(biāo)準和開發(fā)認證評價的依據(jù),其理論基礎(chǔ)便是舒爾曼關(guān)于教師知識的理論,其理論定位于回答“什么知識對于教學(xué)來說是最根本的”或者“教師應(yīng)該知道什么和應(yīng)該能夠做到什么”這一支持教學(xué)的知識之本質(zhì)的問題,關(guān)注教師需要哪些知識來獲得這些教學(xué)能力。二十世紀八十年代以來美國基于標(biāo)準的改革運動浪潮,以及美國教育界在促使教學(xué)成為一門專業(yè)方面的不懈努力,則為美國優(yōu)秀教師專業(yè)教學(xué)標(biāo)準研發(fā)與實施奠定了實踐基礎(chǔ)。 本文從第三到第六章研究了美國專業(yè)教學(xué)標(biāo)準及其認證的開發(fā)、實施以及所產(chǎn)生的影響。美國優(yōu)秀教師專業(yè)教學(xué)標(biāo)準的研發(fā),是從五項核心標(biāo)準的建立開始的,各個領(lǐng)域標(biāo)準的研發(fā)以及基于標(biāo)準的認證評估體系的開發(fā),都是建立在這一核心基礎(chǔ)之上的。對于具體領(lǐng)域標(biāo)準的開發(fā),委員會設(shè)立了規(guī)范科學(xué)的流程。認證評價的開發(fā)是評價教師是否達到標(biāo)準的重要環(huán)節(jié),認證評價是對標(biāo)準文本的實踐解讀,是教學(xué)標(biāo)準從文本狀態(tài)轉(zhuǎn)化為實踐狀態(tài)的手段和橋梁。以檔案袋評價取代傳統(tǒng)評價方式,是項目組在研究基礎(chǔ)上確立的認證評價基調(diào),如何評價真實復(fù)雜的教學(xué)實踐,是評價項目組重點解決的核心問題。NBPTS制定的對評價開發(fā)者的理念和成果進行評估的APPLE準則,成為對評價開發(fā)者的工作進行評價的最高最嚴格的標(biāo)準。對委員會優(yōu)秀教師認證實施的研究表明,委員會認證項目的參與率是較低的,盡管如此,參加認證教師和獲得認證的教師數(shù)目是以明顯的上升趨勢發(fā)展的。另外,各州之間、各個學(xué)區(qū)之間,申請參加認證教師和獲得認證教師的數(shù)目是有很大差別的。部分原因是因為每個州對教師參與認證的鼓勵程度不同。對委員會標(biāo)準及其認證所產(chǎn)生的效果及影響的研究是從三個層面進行的：是通過對眾多實證研究結(jié)果的梳理來考察標(biāo)準及其認證在全國范圍內(nèi)所產(chǎn)生的影響,二是以懷俄明州為案例探究其如何利用委員會認證改進教學(xué)；三是通過對三位獲得認證教師的敘事探究,研究標(biāo)準及其認證對個體教師的影響。這些研究表明,標(biāo)準及其認證改變了教師的教學(xué)實踐及職業(yè)生涯,促進了教師的專業(yè)發(fā)展,使教師們成為更好的反思性實踐者；獲得認證教師對學(xué)校和學(xué)區(qū)產(chǎn)生了多方面的影響,使獲得認證教師的力量通過改變本校的教學(xué)實踐而最終極大地改變了全州的教學(xué)文化；通過對教師與學(xué)校的影響,標(biāo)準及其認證最終對促進學(xué)習(xí)的學(xué)習(xí)發(fā)揮了作用。 第七章是對委員會標(biāo)準及其認證的經(jīng)驗總結(jié)。一套完整的教學(xué)標(biāo)準有哪些組成部分構(gòu)成?應(yīng)該開發(fā)什么樣的標(biāo)準?誰來開發(fā)?如何開發(fā)?需要收集哪些證據(jù)來判斷教師是否達到標(biāo)準?如何根據(jù)證據(jù)評估教師是否達到標(biāo)準?這是開發(fā)一套標(biāo)準必須要回答的問題。本章探究了美國優(yōu)秀教師專業(yè)教學(xué)委員會對這一系列問題的解決給我們的啟示。
[Abstract]:With the development of educational reform in the world, the problem of teachers' quality has become the focus of attention all over the world, promoting the research and development of teaching professional standards all over the world; on the other hand, the educational circles have made unremitting efforts to promote teaching to become a professional field, and thus make the teaching professional standards emerge as a necessity. All the countries of the world have gradually taken the "teacher / teaching professional standard" as an important way to guarantee and improve the quality of teachers and promote the specialization of teaching. The American excellent teachers' professional teaching standards and their certification, developed and implemented by the National Committee for professional teaching standards, are the first excellent teachers' standards and certification systems in the world, and are also evaluated. The most ambitious attempt to establish standards and certification systems for teachers in all countries in the world to achieve high professional standards.
The first, second chapter of this paper, based on the interpretation of the connotation of the standard of teaching professional, explores the theoretical and practical basis of American professional teaching standards and their certification. The basic questions of "what should teachers know and what should be able to be done" are answered by the American excellent teachers' Professional teaching standards At the same time, it also establishes its vision for "excellent teaching practice" as the basis for the committee to formulate standards for all fields and to develop certification evaluation. The theoretical basis is Schulman's theory of teacher knowledge. Its theory is to answer "what knowledge is the most fundamental to teaching" or "what should teachers know and what should be known" What should be able to do, "the question of the essence of the knowledge that supports teaching, and the knowledge that teachers need to acquire these teaching abilities. The United States' excellence in the reform movement based on standards since 1980s and the unremitting efforts of the American education community to make teaching a major, are excellent teaching for the United States. It lays a practical foundation for the research and implementation of teachers' professional teaching standards.
This paper studies the development, implementation and impact of American professional teaching standards and their certification from third to sixth. The research and development of American excellent teachers' professional teaching standards is starting from the establishment of five core standards. The development of standard R & D in various fields and the development of standard based certification evaluation system are all built in this On the basis of the core. For the development of specific field standards, the committee set up the process of standard science. The development of certification evaluation is an important link to evaluate whether the teacher has reached the standard. The certification evaluation is the practical interpretation of the standard text, the means and bridge of the transformation of the teaching standard from the text to the practical state. Price replacing the traditional evaluation method is the key of the project group on the basis of research, and how to evaluate the real and complex teaching practice. It is the core issue of evaluating the key solution of the project group.NBPTS, which is the APPLE criterion for evaluating the concept and results of the evaluation developers, and is the evaluation of the work of the evaluation of the developers. The highest and most stringent standards. Research on the implementation of the committee's excellent teacher certification shows that the participation rate of the accredited project is low, although the number of accredited teachers and accredited teachers is in a clear upward trend. In addition, between the States, among the school districts, apply for accreditation and certification. There is a big difference in the number of teachers. Part of the reason is that each state has a different degree of encouragement to the teachers' participation in certification. The research on the effect and impact of the Committee standards and their certification is carried out from three levels: by combing the results of many empirical studies to examine the standards and their certification throughout the country. The two is to explore how it uses Committee certification to improve teaching in Wyoming; three, through the narrative inquiry of three certified teachers, the impact of research standards and their certification on individual teachers. These studies show that standards and their certification have changed the teaching practice and career of teachers and promoted teachers. The professional development makes teachers a better reflective practitioner; obtaining accredited teachers has many effects on schools and school districts, so that the power of obtaining certified teachers has changed the teaching culture of the whole state by changing the teaching practice of the school, and by the influence of teachers and schools, the standards and their certification are the most. Finally, it plays a role in promoting learning.
The seventh chapter is a summary of the standards and Accreditation of the Committee. What are the components of a complete set of teaching standards? What standards should be developed? Who will develop? How to develop? What evidence should be collected to judge whether the teacher meets the standard? And how to evaluate the standard according to the evidence? This is a set of standards. This chapter explores the solution to this series of problems by the excellent teachers' Professional Teaching Committee of the United States.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2011
【分類號】：G420

【參考文獻】

相關(guān)期刊論文 前10條

1 楊尊偉;美國教師教育:從“能力本位”到“標(biāo)準本位”[J];比較教育研究;2004年01期

2 皮擁軍;;新世紀美國教師培養(yǎng)與認證制度的改革指南[J];比較教育研究;2007年09期

3 王斌華;;教師評價標(biāo)準的研究[J];教師教育研究;2009年06期

4 荀淵;;美國教師教育標(biāo)準的歷史邏輯和現(xiàn)實需要[J];教師教育研究;2010年05期

5 陳德云;;國際視野下的教師專業(yè)標(biāo)準述要[J];教育科學(xué)研究;2010年08期

6 閆兵;魏宏聚;;美國中小學(xué)教師評價的理解及啟示[J];教育理論與實踐;2008年18期

7 趙明仁;;美國教師教學(xué)標(biāo)準的價值觀與效能分析[J];教育理論與實踐;2009年31期

8 趙蒙成;;回到課程：美國“標(biāo)準化教育”改革運動評介[J];課程.教材.教法;2007年11期

9 古冬梅;洪明;;美國《不讓一個孩子落伍》法案實施過程中的問題[J];教育發(fā)展研究;2009年17期

10 計琳;;周南照：科學(xué)構(gòu)建教師專業(yè)標(biāo)準體系勢在必行[J];上海教育;2007年23期

相關(guān)博士學(xué)位論文 前7條

1 李敏;美國教育政策問題研究[D];華東師范大學(xué);2006年

2 王立國;基于教師專業(yè)發(fā)展的教師素質(zhì)標(biāo)準研究[D];西北師范大學(xué);2007年

3 嚴玉萍;中美教師評價的比較研究[D];華東師范大學(xué);2008年

4 熊建輝;教師專業(yè)標(biāo)準研究[D];華東師范大學(xué);2008年

5 洪明;美國教師質(zhì)量保障體系歷史演進研究[D];福建師范大學(xué);2008年

6 秦立霞;美國教師資格認證制度及其效應(yīng)研究[D];陜西師范大學(xué);2008年

7 靳淑梅;教育公平視角下美國多元文化教育研究[D];東北師范大學(xué);2009年

，

本文編號：2090511