本文關(guān)鍵詞：澳大利亞優(yōu)秀外語(yǔ)教師專(zhuān)業(yè)標(biāo)準(zhǔn)的解讀—文本與實(shí)施的視角　出處：《華東師范大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

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【摘要】：教師專(zhuān)業(yè)標(biāo)準(zhǔn)的制定與修繕成為世界各國(guó)提升本國(guó)教育質(zhì)量、加強(qiáng)教師隊(duì)伍專(zhuān)業(yè)化建設(shè)的重要舉措。作為歷來(lái)重視國(guó)內(nèi)教育發(fā)展,尤其是教育質(zhì)量?jī)?yōu)化和教師專(zhuān)業(yè)水平提高的澳大利亞政府,為實(shí)現(xiàn)全國(guó)教育目標(biāo),確保每個(gè)國(guó)民都能接受最優(yōu)質(zhì)的教育,教育、就業(yè)訓(xùn)練和青年事務(wù)部長(zhǎng)級(jí)委員會(huì)(MCEETYA)于2001年成立教師質(zhì)量與教育領(lǐng)導(dǎo)小組(TQELT),兩年后在各州及學(xué)科教師相關(guān)標(biāo)準(zhǔn)的基礎(chǔ)上研制出全國(guó)第一個(gè)《全國(guó)教師專(zhuān)業(yè)標(biāo)準(zhǔn)框架》,首次在全國(guó)范圍內(nèi)統(tǒng)一了教師的入職或畢業(yè)標(biāo)準(zhǔn),提供了制定一般教師、專(zhuān)家型教師和學(xué)科教師專(zhuān)業(yè)標(biāo)準(zhǔn)的框架。標(biāo)準(zhǔn)出臺(tái)后不久(2005年),澳大利亞現(xiàn)代語(yǔ)言教師協(xié)會(huì)聯(lián)合會(huì)(AFMLTA)便為中小學(xué)外語(yǔ)教師研制出《優(yōu)秀外語(yǔ)教師專(zhuān)業(yè)標(biāo)準(zhǔn)》(以下簡(jiǎn)稱(chēng)《標(biāo)準(zhǔn)》),成為澳大利亞官方至今仍在使用的最新優(yōu)秀外語(yǔ)教師專(zhuān)業(yè)標(biāo)準(zhǔn),在研制與實(shí)施過(guò)程中積累了很多成功經(jīng)驗(yàn)。本文首先會(huì)對(duì)澳大利亞教師專(zhuān)業(yè)標(biāo)準(zhǔn)以及外語(yǔ)教育的發(fā)展?fàn)顩r及趨勢(shì)進(jìn)行梳理,以便理清《標(biāo)準(zhǔn)》出臺(tái)的背景;接著詳細(xì)介紹《標(biāo)準(zhǔn)》制定與實(shí)施的具體情況,希望給我國(guó)外語(yǔ)教師專(zhuān)業(yè)標(biāo)準(zhǔn)的制定與實(shí)施提供一些新的思路。本文一共分為五個(gè)部分,包括緒論和四章內(nèi)容。第一章緒論部分論述了澳大利亞優(yōu)秀外語(yǔ)教師專(zhuān)業(yè)標(biāo)準(zhǔn)研究的緣起意義、概念界定、思路方法,以及國(guó)內(nèi)外已有研究的綜述。第二章為背景介紹,主要概述澳大利亞教師專(zhuān)業(yè)標(biāo)準(zhǔn)及語(yǔ)言教育的發(fā)展?fàn)顩r。第三章對(duì)《標(biāo)準(zhǔn)》的基本內(nèi)容、框架結(jié)構(gòu)進(jìn)行整體介紹,并從《標(biāo)準(zhǔn)》的七個(gè)語(yǔ)言學(xué)科注釋中選取1個(gè)作為個(gè)案進(jìn)行詳細(xì)解讀,隨后又采用對(duì)比比較的研究方法對(duì)所有語(yǔ)言學(xué)科注釋進(jìn)行異同分析,從中挖掘它們的共性和差異;第四章為論文的主體部分,從專(zhuān)業(yè)標(biāo)準(zhǔn)學(xué)習(xí)項(xiàng)目的整體概況、實(shí)施流程、活動(dòng)組織幾個(gè)方面重點(diǎn)介紹基于標(biāo)準(zhǔn)的教師專(zhuān)業(yè)發(fā)展項(xiàng)目(Professional Standards Project,簡(jiǎn)稱(chēng)PSP)的開(kāi)展情況。最后一章歸納澳大利亞優(yōu)秀外語(yǔ)教師專(zhuān)業(yè)標(biāo)準(zhǔn)制定及實(shí)施的特點(diǎn)及基本經(jīng)驗(yàn),期望能夠給我國(guó)外語(yǔ)教師專(zhuān)業(yè)標(biāo)準(zhǔn)的制定與實(shí)施及專(zhuān)業(yè)發(fā)展實(shí)踐帶來(lái)一定的啟發(fā)與思考。
[Abstract]:The establishment and repair of teachers' professional standards has become an important measure for countries all over the world to improve their own education quality and strengthen the professional construction of teachers' contingent, which has always attached importance to the development of domestic education. In particular, the Australian Government, which optimizes the quality of education and improves the professionalism of teachers, ensures that every citizen has access to the highest quality education, education, in order to achieve the national education goals. The Ministerial Committee on Employment training and Youth (MCEETYA) established the leadership Group on teacher quality and Education (TQELT) in 2001. Two years later, on the basis of the relevant standards of state and subject teachers, the first National Framework of Professional Standards for Teachers was developed, and the national standards for the entry or graduation of teachers were unified for the first time in the whole country. Provides a framework for the development of professional standards for teachers in general, expert teachers and subject teachers, shortly after the introduction of the standards (2005). The Australian Federation of Modern language Teachers' Associations (AFMLTAA) has developed the Professional Standards for Elementary and Secondary School Foreign language Teachers (hereinafter referred to as "Standards"). It has become the latest professional standard for outstanding foreign language teachers in Australia. In the process of development and implementation, we have accumulated a lot of successful experience. Firstly, this paper will sort out the development and trend of Australian teachers' professional standards and foreign language education in order to clarify the background of the introduction of the Standards; Then it introduces the specific situation of the formulation and implementation of the Standards in detail, hoping to provide some new ideas for the formulation and implementation of the professional standards for foreign language teachers in China. This paper is divided into five parts. The first chapter discusses the origin of the research on the professional standards of excellent foreign language teachers in Australia, the definition of the concept, and the method of thinking. The second chapter is the background introduction, which mainly summarizes the development of Australian teachers' professional standards and language education. The third chapter is about the basic content of Standards. The frame structure is introduced as a whole, and one of the seven language discipline notes of the Standard is selected as a case to be interpreted in detail. Then we analyze the similarities and differences of all the language discipline annotations by using the comparative research method, and excavate their commonness and difference from them. Chapter 4th is the main part of the paper, from the professional standards of the overall learning project overview, the implementation process. Several aspects of the event organization focus on the standards-based teacher professional development project, Professional Standards Project. The last chapter summarizes the characteristics and basic experience of the establishment and implementation of professional standards for excellent foreign language teachers in Australia. It is expected to bring some inspiration and reflection to the establishment and implementation of professional standards and practice of professional development of foreign language teachers in China.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.4;G635.1

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