科学教师专业标准:菲律宾的经验

发布时间：2019-06-22 20:00

【摘要】：2006年颁布《全国能力本位的教师标准》后,菲律宾教育部认识到全国标准只是面向所有教师的通用专业标准,为使标准真正发挥促进教师专业发展、提升教师质量的实效,还应开发各门学科的教师专业标准。有鉴于此,菲律宾国家数学与科学教育研究所历时两年开发了《全国科学教师专业标准》。标准体现了科学教师专业发展的终身性、专业性和个性化特征。相比之下,我国至今还没有明确的科学教师专业标准,教师的职前与职后培养缺乏衔接性;而且,科学教师专业发展的一体化停留在理念层面,科学教师实用知识和实用技能以及科学方法、科学过程等教育比较薄弱。菲律宾标准明确的培养方向、具体的教学内容、教学模式、教师的学习方式及培养体系不仅在理论上,而且在具体操作方面对我国科学教师专业发展及标准研制具有一定的启示性。
[Abstract]:After the promulgation of the National competency-based teacher Standard in 2006, the Philippine Department of Education recognized that the national standard is only a general professional standard for all teachers. In order to make the standard give full play to the effectiveness of promoting the professional development of teachers and improving the quality of teachers, the professional standards of teachers in various disciplines should also be developed. In view of this, the Philippine National Institute of Mathematics and Science Education has developed the National Professional Standard for Science Teachers for two years. The standard embodies the lifelong, professional and individualized characteristics of the professional development of science teachers. In contrast, there is no clear professional standard for science teachers in our country, and the pre-service and post-service training of science teachers is lack of convergence. Moreover, the integration of science teachers' professional development stays at the conceptual level, science teachers' practical knowledge and practical skills, scientific methods, scientific process and other education is relatively weak. The clear training direction, specific teaching content, teaching mode, teachers' learning mode and training system of Philippine standards are not only theoretical, but also instructive to the professional development and standard development of science teachers in China.
【作者单位】：华东师范大学课程与教学研究所;北京教育学院教师教育学院;
【分类号】：G451.1

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