本文選題：美國(guó)專業(yè)教學(xué)標(biāo)準(zhǔn)全國(guó)委員會(huì) + 專業(yè)教學(xué)標(biāo)準(zhǔn)　； 參考：《華東師范大學(xué)》2011年博士論文

【摘要】：隨著世界范圍內(nèi)教育改革的深入發(fā)展,教師質(zhì)量問(wèn)題成為世界各國(guó)關(guān)注的焦點(diǎn),促使世界各國(guó)將教學(xué)專業(yè)標(biāo)準(zhǔn)的研發(fā)提上日程；另一方面,教育界在促使教學(xué)成為一門專業(yè)方面的不懈努力,也使教學(xué)專業(yè)標(biāo)準(zhǔn)的應(yīng)運(yùn)而生成為必然。因此,世界各國(guó)逐漸將“教師/教學(xué)專業(yè)標(biāo)準(zhǔn)”作為保障與提高教師質(zhì)量、促進(jìn)教學(xué)專業(yè)化的重要途徑。美國(guó)專業(yè)教學(xué)標(biāo)準(zhǔn)全國(guó)委員會(huì)研發(fā)與實(shí)施的美國(guó)優(yōu)秀教師專業(yè)教學(xué)標(biāo)準(zhǔn)及其認(rèn)證,是世界上第一部?jī)?yōu)秀教師標(biāo)準(zhǔn)與認(rèn)證體系,也被評(píng)價(jià)為世界所有國(guó)家中為達(dá)到高專業(yè)標(biāo)準(zhǔn)的教師建立標(biāo)準(zhǔn)及認(rèn)證體系方面最有抱負(fù)的嘗試。 本文的第一、二章在對(duì)教學(xué)專業(yè)標(biāo)準(zhǔn)的內(nèi)涵特征進(jìn)行解讀的基礎(chǔ)上,探究了美國(guó)專業(yè)教學(xué)標(biāo)準(zhǔn)及其認(rèn)證的理論與實(shí)踐基礎(chǔ)。美國(guó)優(yōu)秀教師專業(yè)教學(xué)標(biāo)準(zhǔn)以其五項(xiàng)核心標(biāo)準(zhǔn)回答了“教師應(yīng)該知道什么和應(yīng)該能做到什么”這一根本性問(wèn)題,同時(shí)也為“優(yōu)秀教學(xué)實(shí)踐”確立了其愿景,作為委員會(huì)制定所有領(lǐng)域標(biāo)準(zhǔn)和開(kāi)發(fā)認(rèn)證評(píng)價(jià)的依據(jù),其理論基礎(chǔ)便是舒爾曼關(guān)于教師知識(shí)的理論,其理論定位于回答“什么知識(shí)對(duì)于教學(xué)來(lái)說(shuō)是最根本的”或者“教師應(yīng)該知道什么和應(yīng)該能夠做到什么”這一支持教學(xué)的知識(shí)之本質(zhì)的問(wèn)題,關(guān)注教師需要哪些知識(shí)來(lái)獲得這些教學(xué)能力。二十世紀(jì)八十年代以來(lái)美國(guó)基于標(biāo)準(zhǔn)的改革運(yùn)動(dòng)浪潮,以及美國(guó)教育界在促使教學(xué)成為一門專業(yè)方面的不懈努力,則為美國(guó)優(yōu)秀教師專業(yè)教學(xué)標(biāo)準(zhǔn)研發(fā)與實(shí)施奠定了實(shí)踐基礎(chǔ)。 本文從第三到第六章研究了美國(guó)專業(yè)教學(xué)標(biāo)準(zhǔn)及其認(rèn)證的開(kāi)發(fā)、實(shí)施以及所產(chǎn)生的影響。美國(guó)優(yōu)秀教師專業(yè)教學(xué)標(biāo)準(zhǔn)的研發(fā),是從五項(xiàng)核心標(biāo)準(zhǔn)的建立開(kāi)始的,各個(gè)領(lǐng)域標(biāo)準(zhǔn)的研發(fā)以及基于標(biāo)準(zhǔn)的認(rèn)證評(píng)估體系的開(kāi)發(fā),都是建立在這一核心基礎(chǔ)之上的。對(duì)于具體領(lǐng)域標(biāo)準(zhǔn)的開(kāi)發(fā),委員會(huì)設(shè)立了規(guī)范科學(xué)的流程。認(rèn)證評(píng)價(jià)的開(kāi)發(fā)是評(píng)價(jià)教師是否達(dá)到標(biāo)準(zhǔn)的重要環(huán)節(jié),認(rèn)證評(píng)價(jià)是對(duì)標(biāo)準(zhǔn)文本的實(shí)踐解讀,是教學(xué)標(biāo)準(zhǔn)從文本狀態(tài)轉(zhuǎn)化為實(shí)踐狀態(tài)的手段和橋梁。以檔案袋評(píng)價(jià)取代傳統(tǒng)評(píng)價(jià)方式,是項(xiàng)目組在研究基礎(chǔ)上確立的認(rèn)證評(píng)價(jià)基調(diào),如何評(píng)價(jià)真實(shí)復(fù)雜的教學(xué)實(shí)踐,是評(píng)價(jià)項(xiàng)目組重點(diǎn)解決的核心問(wèn)題。NBPTS制定的對(duì)評(píng)價(jià)開(kāi)發(fā)者的理念和成果進(jìn)行評(píng)估的APPLE準(zhǔn)則,成為對(duì)評(píng)價(jià)開(kāi)發(fā)者的工作進(jìn)行評(píng)價(jià)的最高最嚴(yán)格的標(biāo)準(zhǔn)。對(duì)委員會(huì)優(yōu)秀教師認(rèn)證實(shí)施的研究表明,委員會(huì)認(rèn)證項(xiàng)目的參與率是較低的,盡管如此,參加認(rèn)證教師和獲得認(rèn)證的教師數(shù)目是以明顯的上升趨勢(shì)發(fā)展的。另外,各州之間、各個(gè)學(xué)區(qū)之間,申請(qǐng)參加認(rèn)證教師和獲得認(rèn)證教師的數(shù)目是有很大差別的。部分原因是因?yàn)槊總�(gè)州對(duì)教師參與認(rèn)證的鼓勵(lì)程度不同。對(duì)委員會(huì)標(biāo)準(zhǔn)及其認(rèn)證所產(chǎn)生的效果及影響的研究是從三個(gè)層面進(jìn)行的：是通過(guò)對(duì)眾多實(shí)證研究結(jié)果的梳理來(lái)考察標(biāo)準(zhǔn)及其認(rèn)證在全國(guó)范圍內(nèi)所產(chǎn)生的影響,二是以懷俄明州為案例探究其如何利用委員會(huì)認(rèn)證改進(jìn)教學(xué)；三是通過(guò)對(duì)三位獲得認(rèn)證教師的敘事探究,研究標(biāo)準(zhǔn)及其認(rèn)證對(duì)個(gè)體教師的影響。這些研究表明,標(biāo)準(zhǔn)及其認(rèn)證改變了教師的教學(xué)實(shí)踐及職業(yè)生涯,促進(jìn)了教師的專業(yè)發(fā)展,使教師們成為更好的反思性實(shí)踐者；獲得認(rèn)證教師對(duì)學(xué)校和學(xué)區(qū)產(chǎn)生了多方面的影響,使獲得認(rèn)證教師的力量通過(guò)改變本校的教學(xué)實(shí)踐而最終極大地改變了全州的教學(xué)文化；通過(guò)對(duì)教師與學(xué)校的影響,標(biāo)準(zhǔn)及其認(rèn)證最終對(duì)促進(jìn)學(xué)習(xí)的學(xué)習(xí)發(fā)揮了作用。 第七章是對(duì)委員會(huì)標(biāo)準(zhǔn)及其認(rèn)證的經(jīng)驗(yàn)總結(jié)。一套完整的教學(xué)標(biāo)準(zhǔn)有哪些組成部分構(gòu)成?應(yīng)該開(kāi)發(fā)什么樣的標(biāo)準(zhǔn)?誰(shuí)來(lái)開(kāi)發(fā)?如何開(kāi)發(fā)?需要收集哪些證據(jù)來(lái)判斷教師是否達(dá)到標(biāo)準(zhǔn)?如何根據(jù)證據(jù)評(píng)估教師是否達(dá)到標(biāo)準(zhǔn)?這是開(kāi)發(fā)一套標(biāo)準(zhǔn)必須要回答的問(wèn)題。本章探究了美國(guó)優(yōu)秀教師專業(yè)教學(xué)委員會(huì)對(duì)這一系列問(wèn)題的解決給我們的啟示。
[Abstract]:With the development of educational reform in the world, the problem of teachers' quality has become the focus of attention all over the world, promoting the research and development of teaching professional standards all over the world; on the other hand, the educational circles have made unremitting efforts to promote teaching to become a professional field, and thus make the teaching professional standards emerge as a necessity. All the countries of the world have gradually taken the "teacher / teaching professional standard" as an important way to guarantee and improve the quality of teachers and promote the specialization of teaching. The American excellent teachers' professional teaching standards and their certification, developed and implemented by the National Committee for professional teaching standards, are the first excellent teachers' standards and certification systems in the world, and are also evaluated. The most ambitious attempt to establish standards and certification systems for teachers in all countries in the world to achieve high professional standards.
The first, second chapter of this paper, based on the interpretation of the connotation of the standard of teaching professional, explores the theoretical and practical basis of American professional teaching standards and their certification. The basic questions of "what should teachers know and what should be able to be done" are answered by the American excellent teachers' Professional teaching standards At the same time, it also establishes its vision for "excellent teaching practice" as the basis for the committee to formulate standards for all fields and to develop certification evaluation. The theoretical basis is Schulman's theory of teacher knowledge. Its theory is to answer "what knowledge is the most fundamental to teaching" or "what should teachers know and what should be known" What should be able to do, "the question of the essence of the knowledge that supports teaching, and the knowledge that teachers need to acquire these teaching abilities. The United States' excellence in the reform movement based on standards since 1980s and the unremitting efforts of the American education community to make teaching a major, are excellent teaching for the United States. It lays a practical foundation for the research and implementation of teachers' professional teaching standards.
This paper studies the development, implementation and impact of American professional teaching standards and their certification from third to sixth. The research and development of American excellent teachers' professional teaching standards is starting from the establishment of five core standards. The development of standard R & D in various fields and the development of standard based certification evaluation system are all built in this On the basis of the core. For the development of specific field standards, the committee set up the process of standard science. The development of certification evaluation is an important link to evaluate whether the teacher has reached the standard. The certification evaluation is the practical interpretation of the standard text, the means and bridge of the transformation of the teaching standard from the text to the practical state. Price replacing the traditional evaluation method is the key of the project group on the basis of research, and how to evaluate the real and complex teaching practice. It is the core issue of evaluating the key solution of the project group.NBPTS, which is the APPLE criterion for evaluating the concept and results of the evaluation developers, and is the evaluation of the work of the evaluation of the developers. The highest and most stringent standards. Research on the implementation of the committee's excellent teacher certification shows that the participation rate of the accredited project is low, although the number of accredited teachers and accredited teachers is in a clear upward trend. In addition, between the States, among the school districts, apply for accreditation and certification. There is a big difference in the number of teachers. Part of the reason is that each state has a different degree of encouragement to the teachers' participation in certification. The research on the effect and impact of the Committee standards and their certification is carried out from three levels: by combing the results of many empirical studies to examine the standards and their certification throughout the country. The two is to explore how it uses Committee certification to improve teaching in Wyoming; three, through the narrative inquiry of three certified teachers, the impact of research standards and their certification on individual teachers. These studies show that standards and their certification have changed the teaching practice and career of teachers and promoted teachers. The professional development makes teachers a better reflective practitioner; obtaining accredited teachers has many effects on schools and school districts, so that the power of obtaining certified teachers has changed the teaching culture of the whole state by changing the teaching practice of the school, and by the influence of teachers and schools, the standards and their certification are the most. Finally, it plays a role in promoting learning.
The seventh chapter is a summary of the standards and Accreditation of the Committee. What are the components of a complete set of teaching standards? What standards should be developed? Who will develop? How to develop? What evidence should be collected to judge whether the teacher meets the standard? And how to evaluate the standard according to the evidence? This is a set of standards. This chapter explores the solution to this series of problems by the excellent teachers' Professional Teaching Committee of the United States.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2011
【分類號(hào)】：G420

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本文編號(hào)：2090511