本文選題：英國(guó) + 美國(guó)��； 參考：《西南大學(xué)》2009年碩士論文

【摘要】： 20世紀(jì)90年代以來(lái),許多國(guó)家將教師專業(yè)發(fā)展納入到政策的視野之中,1986年美國(guó)卡耐基教育促進(jìn)會(huì)和霍姆斯研究小組先后提出了《國(guó)家為世紀(jì)準(zhǔn)備教師》和《明天的教師》的報(bào)告,明確闡明了教師專業(yè)化的概念,主張確立教師的專業(yè)地位,建立與教師專業(yè)化相應(yīng)的衡量標(biāo)準(zhǔn),以教師的專業(yè)化來(lái)實(shí)現(xiàn)教學(xué)的專業(yè)化,并將注意力投向了對(duì)教師專業(yè)發(fā)展過(guò)程規(guī)律性的探究。教師專業(yè)發(fā)展很快就在美國(guó)興盛起來(lái)。此后的許多研究和改革都是圍繞如何促進(jìn)教師獲得最大程度的專業(yè)發(fā)展而展開(kāi)的。英國(guó)教育標(biāo)準(zhǔn)局與英國(guó)教師培訓(xùn)署也于2002年專門(mén)頒發(fā)了入職教師標(biāo)準(zhǔn)與在職教師訓(xùn)練標(biāo)準(zhǔn),以提升教師專業(yè)標(biāo)準(zhǔn),保證教師質(zhì)量,并注重大學(xué)與中小學(xué)建立聯(lián)系,從而把教師的專業(yè)發(fā)展提升到一定的戰(zhàn)略高度。 本文在對(duì)這兩種模式分別加以深入研究的基礎(chǔ)上,比較分析了兩種模式的共性和個(gè)性,總結(jié)它們的成敗與得失,努力探究大學(xué)與中小學(xué)合作進(jìn)行教師教育的規(guī)律性認(rèn)識(shí),以期為我國(guó)教師教育中正在進(jìn)行的大學(xué)與中小學(xué)合作改革的嘗試提供參考和借鑒。 全文分為以下五個(gè)部分: 第一部分,導(dǎo)論。簡(jiǎn)要介紹了本文研究的緣起,闡明本文的理論和實(shí)踐意義,說(shuō)明研究的思路以及研究方法。 第二部分,英美大學(xué)與中小學(xué)合作模式概述,主要介紹了英美大學(xué)與中小學(xué)合作的教師培養(yǎng)模式的構(gòu)成,運(yùn)行過(guò)程以及所取得的成效和在實(shí)踐中出現(xiàn)的一些問(wèn)題。 第三部分,比較英美兩種合作模式的異同。從產(chǎn)生的方式,目標(biāo)定位,組織管理,教師教育課程的設(shè)置等方面進(jìn)行了比較,得出了兩種模式的相同點(diǎn)和不同點(diǎn)。 第四部分,根據(jù)上一部分得出的兩種模式的異同進(jìn)行因素分析,從產(chǎn)生的背景開(kāi)始,對(duì)影響大學(xué)與中小學(xué)合作模式的因素進(jìn)行了闡述。 第五部分,英美大學(xué)與中小學(xué)合作模式對(duì)我國(guó)教師發(fā)展學(xué)校的啟示。從制度、教師教育、課程等幾方面提出了建議。
[Abstract]:Since the 1990s, In many countries, teachers' professional development has been brought into the perspective of policies. In 1986, the Carnegie Education Promotion Association and the Holmes research group presented reports on "Teachers of National preparation for the Century" and "Teachers of tomorrow." This paper clarifies the concept of teacher specialization, advocates to establish the professional status of teachers, to establish the corresponding measurement standard of teacher specialization, and to realize the specialization of teaching by the specialization of teachers. Attention is paid to exploring the regularity of teachers' professional development process. Teacher professional development soon flourished in the United States. Much of the research and reform since then has focused on how to promote the maximum professional development of teachers. In 2002, the UK Educational Standards Agency and the UK teacher training Agency issued standards for induction and in-service teacher training to enhance professional standards for teachers, ensure the quality of teachers, and focus on the establishment of links between universities and primary and secondary schools. In order to promote the professional development of teachers to a certain strategic level. Based on the in-depth study of the two models, this paper compares and analyzes the commonness and individuality of the two models, summarizes their successes and failures, and tries to explore the regularity of the cooperation between universities and primary and secondary schools in teacher education. In order to provide reference and reference for the reform of cooperation between universities and primary and middle schools in teacher education in our country. The full text is divided into the following five parts: The first part, introduction. This paper briefly introduces the origin of this study, expounds the theoretical and practical significance of this paper, explains the ideas and methods of the research. The second part is an overview of the mode of cooperation between British and American universities and primary and secondary schools. It mainly introduces the composition of the teacher training mode of the cooperation between British and American universities and primary and secondary schools, the operation process, the results achieved and some problems in practice. The third part compares the similarities and differences between the two modes of cooperation. In this paper, the author compares the way of production, the orientation of target, the organization and management, and the setting of teacher education curriculum, and obtains the similarities and differences between the two models. The fourth part, according to the similarities and differences of the two models obtained from the previous part of the analysis of factors, from the background of the emergence of the impact of the university and primary and secondary school cooperation model of the factors described. The fifth part, the enlightenment of the mode of cooperation between British and American universities and primary and secondary schools to the teacher development schools in China. Some suggestions are put forward from the aspects of system, teacher education, curriculum and so on.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G451.2

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