發(fā)布時(shí)間：2018-05-12 20:13

  本文選題：美國 + 教師專業(yè)發(fā)展學(xué)校　； 參考：《華東師范大學(xué)》2010年碩士論文

【摘要】：產(chǎn)生于20世紀(jì)80年代的教師專業(yè)發(fā)展學(xué)校是美國教師教育改革家提出的種新的教師培養(yǎng)模式。美國教師專業(yè)發(fā)展學(xué)校就是大學(xué)和中小學(xué)合作的一個(gè)典型范例。教師專業(yè)發(fā)展學(xué)校將目標(biāo)鎖定在三個(gè)方而：一是為職前教師提供示范教育。二是為在職教師提供繼續(xù)專業(yè)發(fā)展教育。三是為參與的中小學(xué)和大學(xué)提供合作研究的機(jī)會。教師專業(yè)發(fā)展學(xué)校為教師專業(yè)發(fā)展構(gòu)建起教育教學(xué)、研究和學(xué)習(xí)合一的新型專業(yè)生活和學(xué)習(xí)方式。當(dāng)前,我國的教師教育借鑒了教師專業(yè)發(fā)展學(xué)校的模式,這必將促進(jìn)我國教師教育的改革與發(fā)展。 本研究首先闡述了美國教師專業(yè)發(fā)展學(xué)校產(chǎn)生的背景和發(fā)展歷程。專業(yè)發(fā)展學(xué)校不是憑空產(chǎn)生的,它是符合教育改革的要求的,也是教師專業(yè)化運(yùn)動(dòng)的成果。專業(yè)發(fā)展學(xué)校的本質(zhì)特征是合作,核心在于中小學(xué)與大學(xué)的合作。它是美國教育改革史上中小學(xué)與大學(xué)合作伙伴關(guān)系的衍化與發(fā)展。它經(jīng)歷了最初的十人委員會、實(shí)驗(yàn)學(xué)校和教師入門學(xué)校的嘗試的失敗,最終教師專業(yè)發(fā)展學(xué)校從構(gòu)想變成了現(xiàn)實(shí)。其次,文章論述了教師專業(yè)發(fā)展學(xué)校的理論基礎(chǔ)和指導(dǎo)原則。教師專業(yè)發(fā)展學(xué)校離不開教師專業(yè)發(fā)展理論、反思性實(shí)踐、合作概念、系統(tǒng)理論的支持。教師專業(yè)發(fā)展學(xué)校的建立是遵循以下的指導(dǎo)原則的：為了理解而教：學(xué)習(xí)型組織；為每個(gè)兒童提供平等的教育；所有參與專業(yè)發(fā)展學(xué)校的成人為學(xué)生樹立專業(yè)學(xué)習(xí)榜樣；應(yīng)成為研究型或反思型教師以及教師素質(zhì)的提高必須放在教學(xué)這個(gè)特殊的環(huán)境中來實(shí)現(xiàn)等原則。第三,通過對韋爾斯中學(xué)的個(gè)案分析對教師專業(yè)發(fā)展學(xué)校歷史和背景、管理和操作模式進(jìn)行深入的剖析,使讀者能夠?qū)處煂I(yè)發(fā)展學(xué)校這種教育理論和實(shí)踐相結(jié)合的模式的現(xiàn)狀有更深刻的了解,同時(shí)對韋爾斯中學(xué)的經(jīng)驗(yàn)進(jìn)行總結(jié),并引發(fā)讀者深入思考一些問題。再者,論述了教師專業(yè)發(fā)展學(xué)校的特點(diǎn)、成效、困難和存在的問題并進(jìn)行了成因分析,最后嘗試探討問題的應(yīng)對策略：讓參與專業(yè)發(fā)展學(xué)校成為一種自愿活動(dòng);綜合利用伙伴關(guān)系的內(nèi)部資源和外部資源以維持資金運(yùn)轉(zhuǎn)；專業(yè)發(fā)展學(xué)校中教師專業(yè)發(fā)展活動(dòng)的時(shí)間獲得的途徑;通過非正式的會議和聚會形式建立起合作伙伴之間的信任和友誼：讓專業(yè)發(fā)展學(xué)校的組織結(jié)構(gòu)正式化；在伙伴合作之初,花時(shí)間共建專業(yè)發(fā)展學(xué)校的遠(yuǎn)景規(guī)劃。最后結(jié)合美國教師專業(yè)發(fā)展學(xué)校的經(jīng)驗(yàn),針對我國教師教育改革和教師發(fā)展學(xué)校的現(xiàn)狀,提出了合理的建議。
[Abstract]:Teacher Professional Development School, which emerged in 1980's, is a new teacher training model proposed by American teacher education reformers. The American School of teacher Professional Development is a typical example of collaboration between universities and primary and secondary schools. Teacher Professional Development School aims at three aspects: one is to provide model education for pre-service teachers. The second is to provide continuing professional development education for serving teachers. The third is to provide cooperative research opportunities for participating primary and secondary schools and universities. The teacher professional development school constructs a new type of professional life and learning style for teachers' professional development, which combines education and teaching, research and study. At present, the teacher education in our country draws lessons from the mode of teacher professional development school, which will promote the reform and development of teacher education in our country. This study first describes the background and development process of American teacher Professional Development School. The professional development school is not born out of thin air, it is in line with the requirements of educational reform, and is also the result of teacher specialization movement. The essential characteristic of professional development schools is cooperation, and the core lies in the cooperation between primary and secondary schools and universities. It is the evolution and development of the partnership between primary and secondary schools and universities in the history of American education reform. It experienced the failure of the initial 10-member committee, the experimental school and the teacher's introductory school. Finally, the teacher's professional development school changed from conception to reality. Secondly, the paper discusses the theoretical basis and guiding principles of teacher professional development school. Teacher professional development school can not be separated from the support of teacher professional development theory, reflective practice, cooperative concept and system theory. The establishment of teacher professional development schools is guided by the following guiding principles: teaching for the sake of understanding: learning organizations; providing equal education for every child; and setting professional learning models for students by all adults involved in professional development schools; It should be a research or reflective teacher and the improvement of teacher's quality must be put in the special environment of teaching and so on. Thirdly, through the case study of Welles Middle School, the history and background, management and operation mode of teacher Professional Development School are deeply analyzed. It enables readers to have a deeper understanding of the current situation of teacher professional development schools, which combines educational theory with practice, and at the same time sums up the experience of Welles Middle School, and causes readers to think deeply about some problems. Thirdly, it discusses the characteristics, effects, difficulties and existing problems of teachers' professional development schools, and analyzes the causes of the problems. Finally, it tries to explore the coping strategies: let participating in professional development schools become a voluntary activity; (B) the integration of internal and external resources of the Partnership to maintain the functioning of funds; ways to obtain time for teacher professional development activities in professional development schools; Build trust and friendship among partners through informal meetings and gatherings: formalize the organizational structure of professional development schools; take time to build a vision for professional development schools at the beginning of partnership. Finally, based on the experience of American teachers' professional development schools, this paper puts forward some reasonable suggestions on the reform of teachers' education and the present situation of teachers' development schools in China.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G571.2

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 魏玲;PDS模式背景下美國中小學(xué)教師在職專業(yè)發(fā)展[D];河北師范大學(xué);2012年

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本文編號：1879994