英美大学与中小学合作的教师培养模式比较研究

发布时间：2018-05-11 07:47

本文选题：英国 + 美国　；参考：《西南大学》2009年硕士论文

【摘要】： 20世纪90年代以来,许多国家将教师专业发展纳入到政策的视野之中,1986年美国卡耐基教育促进会和霍姆斯研究小组先后提出了《国家为世纪准备教师》和《明天的教师》的报告,明确阐明了教师专业化的概念,主张确立教师的专业地位,建立与教师专业化相应的衡量标准,以教师的专业化来实现教学的专业化,并将注意力投向了对教师专业发展过程规律性的探究。教师专业发展很快就在美国兴盛起来。此后的许多研究和改革都是围绕如何促进教师获得最大程度的专业发展而展开的。英国教育标准局与英国教师培训署也于2002年专门颁发了入职教师标准与在职教师训练标准,以提升教师专业标准,保证教师质量,并注重大学与中小学建立联系,从而把教师的专业发展提升到一定的战略高度。本文在对这两种模式分别加以深入研究的基础上,比较分析了两种模式的共性和个性,总结它们的成败与得失,努力探究大学与中小学合作进行教师教育的规律性认识,以期为我国教师教育中正在进行的大学与中小学合作改革的尝试提供参考和借鉴。全文分为以下五个部分: 第一部分,导论。简要介绍了本文研究的缘起,阐明本文的理论和实践意义,说明研究的思路以及研究方法。第二部分,英美大学与中小学合作模式概述,主要介绍了英美大学与中小学合作的教师培养模式的构成,运行过程以及所取得的成效和在实践中出现的一些问题。第三部分,比较英美两种合作模式的异同。从产生的方式,目标定位,组织管理,教师教育课程的设置等方面进行了比较,得出了两种模式的相同点和不同点。第四部分,根据上一部分得出的两种模式的异同进行因素分析,从产生的背景开始,对影响大学与中小学合作模式的因素进行了阐述。第五部分,英美大学与中小学合作模式对我国教师发展学校的启示。从制度、教师教育、课程等几方面提出了建议。
[Abstract]:Since the 1990s, In many countries, teachers' professional development has been brought into the perspective of policies. In 1986, the Carnegie Education Promotion Association and the Holmes research group presented reports on "Teachers of National preparation for the Century" and "Teachers of tomorrow." This paper clarifies the concept of teacher specialization, advocates to establish the professional status of teachers, to establish the corresponding measurement standard of teacher specialization, and to realize the specialization of teaching by the specialization of teachers. Attention is paid to exploring the regularity of teachers' professional development process. Teacher professional development soon flourished in the United States. Much of the research and reform since then has focused on how to promote the maximum professional development of teachers. In 2002, the UK Educational Standards Agency and the UK teacher training Agency issued standards for induction and in-service teacher training to enhance professional standards for teachers, ensure the quality of teachers, and focus on the establishment of links between universities and primary and secondary schools. In order to promote the professional development of teachers to a certain strategic level. Based on the in-depth study of the two models, this paper compares and analyzes the commonness and individuality of the two models, summarizes their successes and failures, and tries to explore the regularity of the cooperation between universities and primary and secondary schools in teacher education. In order to provide reference and reference for the reform of cooperation between universities and primary and middle schools in teacher education in our country. The full text is divided into the following five parts: The first part, introduction. This paper briefly introduces the origin of this study, expounds the theoretical and practical significance of this paper, explains the ideas and methods of the research. The second part is an overview of the mode of cooperation between British and American universities and primary and secondary schools. It mainly introduces the composition of the teacher training mode of the cooperation between British and American universities and primary and secondary schools, the operation process, the results achieved and some problems in practice. The third part compares the similarities and differences between the two modes of cooperation. In this paper, the author compares the way of production, the orientation of target, the organization and management, and the setting of teacher education curriculum, and obtains the similarities and differences between the two models. The fourth part, according to the similarities and differences of the two models obtained from the previous part of the analysis of factors, from the background of the emergence of the impact of the university and primary and secondary school cooperation model of the factors described. The fifth part, the enlightenment of the mode of cooperation between British and American universities and primary and secondary schools to the teacher development schools in China. Some suggestions are put forward from the aspects of system, teacher education, curriculum and so on.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G451.2

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