【摘要】：城市教師駐校模式（Urban Teacher Residency Models，UTR）是近年來美國出現(xiàn)的一種教師培養(yǎng)的實踐模式，它是由美國各學(xué)區(qū)教育當(dāng)局推動，主要針對長期以來城市學(xué)區(qū)公立中小學(xué)校招聘不到也保留不住優(yōu)秀教師的困境而發(fā)展出來的教師教育新舉措。該模式最初針對城市公立學(xué)校教師的培養(yǎng)而推出，實施的過程中逐漸發(fā)展成為一種更廣泛的教師教育實踐模式。了解與把握這一新趨勢，是我國教師教育比較研究，尤其是有關(guān)美國城市教師培養(yǎng)模式研究的一個重要課題。目前國內(nèi)外對這個課題的研究尚不豐富，尤其缺少對美國城市教師駐校模式的背景與現(xiàn)狀的系統(tǒng)研究。論文在對己有的相關(guān)研究文獻(xiàn)進(jìn)行綜述的基礎(chǔ)上，主要采用文獻(xiàn)法、歷史法和個案研究法，對美國城市教師駐校模式的背景與現(xiàn)狀嘗試進(jìn)行了整體性研究與個案研究，其目的在于喚起我國教育界對教師尤其是落后地區(qū)教師培養(yǎng)的關(guān)注與研究，，一定程度上彌補(bǔ)我國對此課題研究的不足，加深對于美國城市教師駐校模式的了解，以期為我國教師教育的改革提供借鑒。 本文由緒論和四個部分組成。 緒論主要介紹了選題緣由、研究目的和意義，并對國內(nèi)外相關(guān)文獻(xiàn)進(jìn)行綜述，界定基本概念，提出本文的研究方法及創(chuàng)新點。 第一部分：美國城市教師駐校模式的產(chǎn)生與發(fā)展。主要介紹美國城市教師駐校模式產(chǎn)生的背景，并在此基礎(chǔ)上分析美國城市教師駐校模式的現(xiàn)狀。 第二部分：美國城市教師駐校模式構(gòu)建的依據(jù)與基本原則。主要了解美國城市教師駐校模式在各地構(gòu)建過程中所要參考的標(biāo)準(zhǔn)與規(guī)范。總結(jié)與概括城市教師駐校模式的基本原則。 第三部分：美國城市教師駐校模式的主要特色——以波士頓學(xué)區(qū)為例。通過基金投入與使用、課程設(shè)置、實施過程三個方面來對波士頓教師駐校計劃及特色進(jìn)行介紹。 第四部分：美國城市教師駐校模式的影響及對我國教師教育的啟示。對城市教師駐校模式對美國城市學(xué)區(qū)、城市教師、學(xué)生等方面的影響進(jìn)行總結(jié)。通過對美國城市教師駐校模式的了解，結(jié)合我國的教師培養(yǎng)現(xiàn)狀，對我國的教師教育改革提出并分析幾點啟示與借鑒。
[Abstract]:The urban teacher resident model (Urban Teacher Residency Models,UTR) is a practical model of teacher training that has emerged in the United States in recent years. It is promoted by the educational authorities of various school districts in the United States. A new measure of teacher education has been developed for a long time since public primary and secondary schools in urban school districts can neither recruit nor retain excellent teachers. The model was first introduced for the training of teachers in urban public schools, and gradually developed into a more extensive model of teacher education practice in the process of implementation. Understanding and grasping this new trend is an important topic in the comparative study of teacher education in China, especially in the study of urban teacher training model in the United States. At present, the research on this subject is not rich at home and abroad, especially the systematic research on the background and present situation of American urban teachers' resident mode. On the basis of summarizing the existing relevant research literature, this paper mainly adopts literature method, history method and case study method to make a holistic study and case study on the background and present situation of American urban teachers' school stay mode. Its purpose is to arouse the attention and research of our educational circles to teachers, especially in backward areas, to make up for the deficiency of our country's research on this subject, and to deepen our understanding of the model of American urban teachers stationed in schools. In order to provide a reference for the reform of teacher education in our country. This paper consists of an introduction and four parts. The introduction mainly introduces the reason, purpose and significance of the research, and reviews the relevant literature at home and abroad, defines the basic concepts, and puts forward the research methods and innovation points in this paper. The first part: the emergence and development of American urban teachers' resident model. This paper mainly introduces the background of the American urban teacher resident model, and analyzes the current situation of the American urban teacher resident model based on the analysis of the current situation of the American urban teacher resident model. The second part: the basis and basic principles of the construction of the American urban teacher-in-school model. Mainly understand the United States urban teachers in the construction of the process of reference standards and norms. Summarize and summarize the basic principles of the model of urban teachers staying in school. The third part: the main characteristics of the American urban teacher-resident model-taking Boston School District as an example. Through the investment and use of funds, curriculum, implementation of three aspects to introduce Boston teachers in school plan and characteristics. The fourth part: the influence of American urban teachers' school-staying mode and its enlightenment to our country's teachers' education. This paper summarizes the influence of urban teachers' resident model on American urban school districts, urban teachers, students and so on. Based on the understanding of the model of American urban teachers in school and the current situation of teacher training in our country, this paper puts forward and analyzes some enlightenments and references to the reform of teacher education in our country.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G571.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前3條

1 Linda Darling-Hammond;李震英;;奧巴馬與教育:大幅提升教學(xué)質(zhì)量的可能性[J];基礎(chǔ)教育參考;2010年03期

2 馮茁,于慧艷;教師教育模式問題研究[J];沈陽教育學(xué)院學(xué)報;2003年02期

3 陶青;盧俊勇;;“城市教師駐校模式”:美國教師教育改革的新方向[J];外國中小學(xué)教育;2011年03期

相關(guān)碩士學(xué)位論文 前4條

1 劉向平;專業(yè)化趨勢下美國教師培養(yǎng)模式的變遷[D];山東師范大學(xué);2007年

2 李貞;美國教師教育研究[D];遼寧師范大學(xué);2007年

3 趙華蘭;美國教師教育多元化模式研究[D];河南大學(xué);2009年

4 郭徽;美國卓越經(jīng)濟(jì)教育規(guī)劃研究[D];河北大學(xué);2008年

本文編號：2463531