【摘要】：在英國(guó),英格蘭、威爾士、蘇格蘭和北愛(ài)爾蘭都各自擁有自身獨(dú)立的教育系統(tǒng),英格蘭地區(qū)的教育系統(tǒng)受英國(guó)教育部的監(jiān)督和管理程度較高,而其他三個(gè)地區(qū)則相對(duì)較少。蘇格蘭教育系統(tǒng)與其他三個(gè)區(qū)域相比則大相徑庭,其自治程度較高,基本不受英國(guó)政府和教育部頒布政策的約束以及法律法規(guī)的管理和干預(yù)。本文的英國(guó)中小學(xué)教師質(zhì)量保障體系主要是以英格蘭地區(qū)教育系統(tǒng)為研究對(duì)象,以英格蘭地區(qū)中小學(xué)教師質(zhì)量保障機(jī)構(gòu)、教師保障政策、教師教育和培訓(xùn)體系、教師評(píng)估體系為主要內(nèi)容展開(kāi)研究,歸納、總結(jié)出英國(guó)中小學(xué)教師質(zhì)量保障的典型特征,并針對(duì)我國(guó)中小學(xué)教師質(zhì)量保障現(xiàn)狀提出建設(shè)性意見(jiàn)。全文共分為五大部分。第一部分,首先對(duì)英國(guó)中小學(xué)教師質(zhì)量保障行政機(jī)構(gòu)進(jìn)行介紹,接著闡述英國(guó)中小學(xué)教師質(zhì)量保障認(rèn)證機(jī)構(gòu)和培訓(xùn)機(jī)構(gòu)。第二部分,依次從職前教師的培養(yǎng)、入職教師的選拔和培訓(xùn)、在職教師的專業(yè)化發(fā)展三個(gè)層面,對(duì)英國(guó)中小學(xué)教師專業(yè)發(fā)展過(guò)程中的教師質(zhì)量保障政策進(jìn)行剖析。第三部分,首先對(duì)英國(guó)中小學(xué)教師質(zhì)量評(píng)估體系進(jìn)行論述,包括教師質(zhì)量評(píng)估標(biāo)準(zhǔn)、評(píng)估方式;接著對(duì)英國(guó)中小學(xué)教師質(zhì)量保障的評(píng)估制度進(jìn)行分析,闡明其評(píng)估制度的特點(diǎn)及局限性。第四部分,通過(guò)對(duì)英國(guó)中小學(xué)教師質(zhì)量保障體系的保障機(jī)構(gòu)、保障政策以及質(zhì)量評(píng)估進(jìn)行研究,總結(jié)其優(yōu)越之處。接著分析中小學(xué)教師質(zhì)量保障的特征以及不足之處。第五部分,借鑒英國(guó)中小學(xué)教師質(zhì)量保障體系的成功經(jīng)驗(yàn),對(duì)我國(guó)中小學(xué)教師質(zhì)量保障制度改革提出建設(shè)性意見(jiàn)�？傊�,通過(guò)對(duì)英國(guó)中小學(xué)教師質(zhì)量保障機(jī)構(gòu)、教師保障政策以及評(píng)估機(jī)制進(jìn)行了研究,把握對(duì)英國(guó)中小學(xué)教師質(zhì)量保障整體特征,這為我國(guó)制定科學(xué)合理的中小學(xué)教師質(zhì)量保障體系。
[Abstract]:In the UK, England, Wales, Scotland and Northern Ireland each has its own independent education system, which is more overseen and managed by the Department of Education, while the other three regions are relatively small. Compared with the other three regions, the Scottish education system has a high degree of autonomy and is largely free from the policies issued by the British Government and the Department of Education, as well as the regulation and intervention of laws and regulations. In this paper, the primary and secondary school teachers' quality assurance system in England is mainly studied, and the English primary and secondary school teachers' quality assurance institutions, teacher security policies, teacher education and training system are taken as the research object. This paper studies the teacher evaluation system, summarizes the typical characteristics of the quality assurance of primary and secondary school teachers in Britain, and puts forward some constructive suggestions on the present situation of the quality assurance of primary and secondary school teachers in our country. The full text is divided into five parts. In the first part, the author introduces the quality assurance administrative institution of primary and secondary school teachers in Britain, and then expounds the certification organization and training institution of English primary and secondary school teachers' quality assurance. The second part analyzes the teacher quality guarantee policy in the process of professional development of British primary and secondary school teachers from three aspects: the training of pre-service teachers, the selection and training of incoming teachers, and the professional development of in-service teachers. The third part first discusses the quality assessment system of primary and secondary school teachers in Britain, including teacher quality assessment standards and evaluation methods; Then it analyzes the evaluation system of English primary and secondary school teachers' quality assurance, and clarifies its characteristics and limitations. The fourth part, through the research on the guarantee organization, the policy and the quality evaluation of the quality assurance system of the primary and secondary school teachers in Britain, summarizes its advantages. Then it analyzes the characteristics and shortcomings of the quality assurance of primary and middle school teachers. In the fifth part, the author draws lessons from the successful experience of the quality assurance system of primary and secondary school teachers in Britain, and puts forward constructive suggestions on the reform of the quality assurance system of primary and secondary school teachers in our country. In a word, through the research on the quality assurance institution, the policy and the evaluation mechanism of the primary and secondary school teachers in Britain, we can grasp the overall characteristics of the quality assurance of the primary and secondary school teachers in the United Kingdom. This for our country formulates the scientific and reasonable primary and secondary school teacher quality assurance system.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G635.1

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