本文選題：美國 + 中小學(xué)��； 參考：《西南大學(xué)》2012年博士論文

【摘要】：教育發(fā)展,教師為本。21世紀(jì)是全球化、知識化和信息化的時(shí)代,世界各國都在積極探索和尋求促進(jìn)教師專業(yè)發(fā)展的途徑與方法。尤其是終身教育思想的提出,使人們認(rèn)識到終身學(xué)習(xí)是一種生活方式的選擇,是貫穿于人一生的連續(xù)過程。無疑,向來被稱為整個(gè)教育“母機(jī)”的教師教育也應(yīng)該是一個(gè)持續(xù)不斷的發(fā)展過程。而這一過程不但包括職前培養(yǎng)和在職培訓(xùn),還應(yīng)包括聯(lián)系這兩者的關(guān)鍵環(huán)節(jié)——初任教師入職教育。這是因?yàn)椋喝肼氹A段是初任教師專業(yè)發(fā)展的重要階段。初任教師在入職期能否成功實(shí)現(xiàn)從教學(xué)專業(yè)的學(xué)生到學(xué)生的教師這一角色的轉(zhuǎn)變,不僅影響他們的職業(yè)認(rèn)同感和職業(yè)持久性,還會影響他們整個(gè)職業(yè)生涯過程中的專業(yè)發(fā)展?fàn)顩r,從而決定著他們未來的職業(yè)形象。 美國是世界上最早實(shí)施初任教師入職教育的國家之一。1963年科南特發(fā)表的《美國師范教育》對支持初任教師的問題提出建議,標(biāo)志著初任教師入職教育在美國正式開始。此后,各州積極融入到開展初任教師入職培訓(xùn)的浪潮中,全面推進(jìn)入職教育逐步走向成熟。從橫向發(fā)展來看,美國教師入職教育并不是孤立存在的,而是與當(dāng)時(shí)的教師和教育領(lǐng)域現(xiàn)實(shí)背景,以及與之相關(guān)的教師教育理論研究息息相關(guān)。初任教師的大量離職、教師專業(yè)發(fā)展的需求以及終身教育理念、教師教育一體化和教師專業(yè)發(fā)展階段理論的發(fā)展都是影響教師入職教育崛起的重要因子。從縱向發(fā)展來看,美國教師入職教育走到今天,走過了一條從孕育、產(chǎn)生到發(fā)展、擴(kuò)充再到繁榮、成熟之路。簡言之,教師入職教育從零散、非正規(guī)、非系統(tǒng)的導(dǎo)師指導(dǎo)轉(zhuǎn)向整體、正規(guī)、系統(tǒng)的專業(yè)化和組織化的入職教育體系,并逐步成為國家教師教育的重要發(fā)展領(lǐng)域之一。 美國初任教師入職教育從最初的為初任教師提供幫助、支持以減少教師流失到現(xiàn)在的提高學(xué)生學(xué)習(xí)成就、促進(jìn)教師專業(yè)發(fā)展,已經(jīng)成為教師教育的一個(gè)有機(jī)組成部分。它有嚴(yán)格的教師資格和考試制度、明確的指導(dǎo)原則、合理的教育目標(biāo)、詳細(xì)的構(gòu)成要素且與初任教師專業(yè)發(fā)展和入職指導(dǎo)計(jì)劃本身相關(guān)的有效的評價(jià)體系。這一切構(gòu)成了美國初任教師入職教育豐富且完善的結(jié)構(gòu)體系,為初任教師綜合素質(zhì)的提升以及未來專業(yè)發(fā)展能力的提高都發(fā)揮了不容忽視的作用。 由于對初任教師入職教育是提升教師質(zhì)量,促進(jìn)教師專業(yè)發(fā)展的充分認(rèn)識以及美國本身的教育分權(quán)政策。美國各州根據(jù)本州的教育政策和教師培訓(xùn)的側(cè)重點(diǎn)采取了多種多樣、各具特色的入職教育實(shí)施形式和具體措施：如突出教學(xué)導(dǎo)師作用,側(cè)重教學(xué)導(dǎo)師與初任教師互動和支持的“教學(xué)導(dǎo)師指導(dǎo)式”；強(qiáng)調(diào)合作氛圍,側(cè)重中小學(xué)與大學(xué)結(jié)成伙伴關(guān)系共同進(jìn)行入職培訓(xùn)的“校際合作式”;加強(qiáng)反思實(shí)踐,反映初任教師在入職期的學(xué)習(xí)情況、教學(xué)經(jīng)驗(yàn)和成果的“教學(xué)檔案袋式”；滿足專業(yè)發(fā)展,以關(guān)注初任教師成長需求為基礎(chǔ)的“專業(yè)發(fā)展導(dǎo)向式”；強(qiáng)化學(xué)科背景,側(cè)重初任教師所任教學(xué)科的內(nèi)容、性質(zhì)與教育教學(xué)培訓(xùn)相融合的“學(xué)科背景融入式”。無論何種實(shí)施形式,都可以看作是入職教育的一種綜合體系,且都是為了促進(jìn)教師專業(yè)成長、減少教師入職的挫折感,使其長久地留任教學(xué)崗位,進(jìn)而提升教育教學(xué)質(zhì)量,提高學(xué)生的學(xué)業(yè)成就。 在美國初任教師入職教育的發(fā)展過程中,其目標(biāo)的達(dá)成不是一個(gè)自然和簡單的過程,教師工資、教師福利、學(xué)校文化、學(xué)校管理、教師職業(yè)成就以及職業(yè)適應(yīng)能力等諸多保障條件一直貫穿其中。美國教師入職教育正是滿足了有利于其生長的社會制度、學(xué)校環(huán)境和教師自身?xiàng)l件等一定的先決條件,教師入職教育的開展才逐步趨近預(yù)訂目標(biāo)并取得了一定的預(yù)期效果,即穩(wěn)定了教師隊(duì)伍,提高了教師綜合素質(zhì),增進(jìn)了學(xué)生學(xué)業(yè)成就和減少了教育資源浪費(fèi)。 今天,美國教師入職教育已經(jīng)走出了一條比較成熟和完善的發(fā)展道路,呈現(xiàn)出以初任教師準(zhǔn)入制度確保教師質(zhì)量和素質(zhì)為目標(biāo),外部保障措施推動教師入職教育實(shí)施為前提,入職教育內(nèi)容符合教師成長需求為導(dǎo)向,入職教育實(shí)施強(qiáng)調(diào)教師專業(yè)發(fā)展為取向,評價(jià)體系發(fā)揮系統(tǒng)性和科學(xué)性為原則的鮮明特色。并在教育政策、制度保障、教育目標(biāo)、指導(dǎo)環(huán)節(jié)以及培訓(xùn)形式等方面對我國教師入職教育的發(fā)展提供了有益借鑒。當(dāng)然,美國教師入職教育在發(fā)展的同時(shí)也留下了尚待解決的問題,如教育分權(quán)導(dǎo)致的政策、資源和文化的落差、特殊教育等領(lǐng)域難以實(shí)現(xiàn)完全公平、教學(xué)導(dǎo)師的“評價(jià)”和“指導(dǎo)”雙重角色不均衡。美國政府正在力求傳承自身特色的基礎(chǔ)上,努力尋求突破與創(chuàng)新。在未來的教師入職教育開展中,將繼續(xù)關(guān)注和滿足初任教師群體需求、健全教師入職教育制度化保障以及強(qiáng)化教師入職教育體系建設(shè),以期建立起更加系統(tǒng)、科學(xué)和完善的初任教師入職教育體系。
[Abstract]:In the age of globalization, knowledge and information, all countries in the world are actively exploring and seeking ways and methods to promote the professional development of teachers in the age of globalization, knowledge and information in the.21 century. In particular, the idea of life-long education has made people realize that lifelong learning is a kind of living choice, and is a continuous process throughout the life of the people. It is doubtful that teacher education, known as the "mother machine" of the whole education, should also be a continuous development process. This process not only includes pre service training and on-the-job training, but also includes the key link between the two - Primary Teachers' entry education. This is because the entry stage is an important step for the professional development of the first term teachers. The transformation of the role of the primary teachers from the teaching profession to the students' teachers during the entry period not only affects their professional identity and professional persistence, but also affects their professional development in the whole career process, thus determining their future career image.
The United States is one of the first countries in the world to carry out the primary teachers' Education in the first.1963. Vocational education is gradually becoming mature. From the perspective of horizontal development, the education of teachers' entry in the United States is not isolated, but is closely related to the realistic background of teachers and educational fields at that time, as well as the research on the theory of teacher education. The large number of teachers' turnover, the needs of teachers' professional development and the concept of lifelong education, and teachers' Teaching The development of education integration and the development of teachers' professional development stage are all important factors that affect the rise of teachers' entry education. From the perspective of vertical development, American teachers' entry education has gone through a way from inoculation, generation to development, expansion to prosperity and maturity. In short, teachers' entry education is from scattered, informal, non systematic. Mentor guidance has shifted to the integrated, formal, systematic professionalization and organization of the entry education system, and has gradually become one of the important development areas of national teacher education.
It has become an organic part of teacher education. It has a strict teacher qualification and examination system, clear guiding principles and reasonable educational goals. The detailed composition of the elements and the effective evaluation system related to the primary teacher development and the entry guidance plan itself, all of which constitute the rich and perfect structural system of the primary teachers' entry education in the United States, which can not be ignored for the promotion of the comprehensive quality of the first appointed teachers and the improvement of the future professional development.
Due to the education policy and the educational decentralization policy of the United States, the states of the United States have adopted a variety of different and distinctive forms of education and specific measures, such as prominent teaching guidance, in accordance with the education policy and teacher training in the state. The teacher's role is to focus on the "tutor mentors" of the interaction and support of the instructors and the first teachers, emphasizing the cooperative atmosphere and focusing on the "intercollegiate cooperation" in the training of primary and secondary schools and universities, and to strengthen the reflection practice to reflect the learning situation, teaching experience and results of the initial teachers in the entry period. "File bag"; to meet the professional development and focus on the "professional development oriented" based on the growth needs of the primary teachers; to strengthen the background of the subject, focus on the content of the subject and the integration of the nature and education and training. Whatever form of implementation, it can be regarded as the education of entry. A comprehensive system is to promote the professional growth of teachers, reduce the frustration of teachers' entry, and keep the post of teaching for a long time, thus improving the quality of education and teaching, and improving their academic achievements.
In the course of the development of the primary teachers' entry education in the United States, the achievement of its goal is not a natural and simple process, such as teachers' wages, teachers' welfare, school culture, school management, teachers' professional achievement and professional adaptability. The social system, the school environment and the teachers' own conditions, such as certain prerequisites, the development of teachers' entry education has gradually approached the reservation target and achieved certain expected results, that is, stabilizing the teachers' team, improving the comprehensive quality of the teachers, improving the students' academic achievement and reducing the waste of educational resources.
Today, the education of teachers' entry in the United States has gone out of a more mature and perfect development path, showing the goal of ensuring the quality and quality of teachers with the admission system of the first term teachers, the external guarantee measures to promote the implementation of teachers' entry education as the premise, the content of entry education in accordance with the needs of teachers' growth and the implementation of the intensive education in the vocational education. Teachers' professional development is the orientation, and the evaluation system plays a distinctive feature of systematic and scientific principle. It also provides useful reference for the development of Chinese teachers' entry education in the aspects of education policy, system guarantee, education goal, guidance link and training form. The problems to be solved, such as the policy of educational decentralization, the gap of resources and culture, the special education and other fields, are not fully fair. The dual roles of "evaluation" and "guidance" of teaching teachers are not balanced. The American government is striving to inherit its own characteristics and strive for breakthrough and innovation in the future. In the exhibition, we will continue to pay attention to and meet the needs of the primary teacher group, improve the institutionalization of teachers' entry education and strengthen the construction of teachers' entry education system, in order to establish a more systematic, scientific and perfect primary teacher entry education system.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：G571.2

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 程鳳農(nóng);教師實(shí)踐性知識管理研究[D];山東師范大學(xué);2014年

相關(guān)碩士學(xué)位論文 前3條

1 郝海銀;新教師專業(yè)發(fā)展敘事研究[D];山西師范大學(xué);2013年

2 沈超;美國初任教師入職指導(dǎo)模式探究[D];西南大學(xué);2013年

3 郭巧言;20世紀(jì)下半葉美國教師教育改革研究[D];河南大學(xué);2013年

，

本文編號：1938468