美国“纽约市教学伙伴”项目研究

发布时间：2018-06-15 11:37

本文选题：“纽约市教学伙伴” + 师资培养　；参考：《西南大学》2017年硕士论文

【摘要】：新世纪以来,教师教育已经成为全球重要的议题。为了确保教师的素质和能力,世界各国普遍实行了教师资格证书制度,教师的地位有所提高,各国也加强了对教师职前职后一体化以及教师终身学习的重视。但传统的教师教育项目并没有达到学校对教师数量和质量的需求。而经济的不均衡发展很大程度上加剧了贫困地区教师的问题。上世纪80年代以来,美国教师数量极度短缺,教师质量以及师资队伍结构也多次受到诟病,传统的教师教育面临“解制”的挑战。自此,选择性教师教育改革运动兴起,并在之后的近三十年来蓬勃发展。选择性教师教育项目作为传统教师教育项目的一种替代方式,其师资培养的时间更短,更为强调教师的多样性。“纽约市教学伙伴”项目是美国著名的选择性教师教育项目,自2000年启动后,已经为美国纽约市输送了大量的师资,并且有效地调整了纽约市单一的师资结构,得到了纽约市政府的大力支持。本研究旨在对该项目进行分析,总结该项目的优秀做法,并基于中国的现状提出一定借鉴。本文的主体由五个部分构成,分别为“纽约市教学伙伴”项目的产生背景、价值取向和主要目标、实施环节、实施成效和问题、该项目的主要经验及其对中国的启示。20世纪末,纽约市缺乏大量合格教师,尚已存在的师资队伍结构不合理,纽约市公立教育质量低下,纽约市需要大量的优质教师来改善其公立教育。而20世纪80年代起,美国中小学在教师招募方面存在较为严重的问题,而传统的大学本位的教师教育对教师的培养已经不能满足美国对教师的需求,因此美国爆发了选择性教师教育改革运动,并且在短时间内迅速发展,全美范围内的选择性教师教育运动对纽约市的教师教育改革起到了重要的鼓舞作用。在以上所述的内需和外驱的作用下,“纽约市教学伙伴”项目应运而生。该项目的价值取向为教育公平、实践主义以及解制主义,主要目标为“培养优秀教师”、“缓解贫困地区师资短缺现状”以及“提高纽约市公立学校教育质量”。在实施环节方面,该项目主要通过四个环节得以实施,分别是招募和选拔、职前培养、岗位实践以及职后研修。该项目已经实施17余年,培养了大量的教育工作者,优化了纽约市师资队伍,促进了纽约市公立教育的均衡发展;但该项目在实施过程中仍然存在一定问题。总体来说,该项目表现出“重视教育公平和均衡发展”,“重视候选人的多样性”,“突出强调候选人的学业成就”,“注重教师培养的高效性和实践性”等特点。基于我国教师教育的实施情况,笔者认为我国应高度重视选择性教师教育项目的实践作用,在选择性教师教育项目的实施过程中需要进一步完善候选人招募选拔体制,改进培训体系,构建保障体制。
[Abstract]:Since the new century, teacher education has become an important issue in the world. In order to ensure the quality and ability of teachers, teachers' qualification certificate system has been widely implemented in the world. The status of teachers has been improved, and the integration of teachers' pre-service and post-service as well as teachers' lifelong learning have been paid more attention to. However, the traditional teacher education projects do not meet the needs of the school for the number and quality of teachers. And the uneven development of the economy to a large extent exacerbated the problem of teachers in poor areas. Since the 1980s, the number of teachers in the United States has been extremely short, the quality of teachers and the structure of teachers have been criticized many times, and the traditional teacher education is facing the challenge of "deconstruction". Since then, the selective teacher education reform movement has risen and flourished in the past three decades. As an alternative to the traditional teacher education project, the selective teacher education project has shorter teacher training time and more emphasis on the diversity of teachers. The New York City Teaching Partnership is a well-known selective teacher education program in the United States. Since it was launched in 2000, it has sent a large number of teachers to New York City and effectively adjusted the single teaching staff structure in New York City. It received strong support from the city of New York. The purpose of this study is to analyze the project, summarize the excellent practice of the project, and put forward some references based on the present situation of China. The main body of this paper is composed of five parts, namely, the background, value orientation and main objectives, implementation links, implementation results and problems of the "New York City Teaching Partners" project, the main experience of the project and its enlightenment to China at the end of the 20th century. New York City lacks a large number of qualified teachers, the existing teaching staff structure is unreasonable, the quality of New York City public education is low, New York City needs a large number of high-quality teachers to improve its public education. Since the 1980s, there have been serious problems in the recruitment of teachers in American primary and secondary schools. However, the traditional university-based teacher education has not been able to meet the needs of teachers in the United States. Therefore, the selective teacher Education Reform Movement broke out in the United States and developed rapidly in a short time. The selective teacher Education Movement in the United States played an important role in encouraging the teacher education reform in New York City. Under the influence of domestic demand and foreign drive, the "New York City Teaching Partners" project emerged. The value orientation of the project is educational fairness, pragmatism and deconstructionism, with the main goals of "training excellent teachers", "alleviating the shortage of teachers in poor areas" and "improving the quality of education in New York City's public schools". In terms of implementation, the project is mainly carried out through four links, namely, recruitment and selection, pre-service training, post practice and post study. The project has been implemented for more than 17 years, trained a large number of educators, optimized the teaching staff in New York City, and promoted the balanced development of New York City public education, but there are still some problems in the implementation of the project. In general, the project shows the characteristics of "attaching importance to the fair and balanced development of education", "attaching importance to the diversity of candidates", "emphasizing the academic achievements of candidates", and "paying attention to the efficiency and practicality of teacher training". Based on the implementation of teacher education in China, the author thinks that our country should attach great importance to the practical role of selective teacher education project, and further improve the system of candidate recruitment and selection in the implementation process of selective teacher education project. Improve the training system and build a security system.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G451

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