美国专业发展学校（PDS）研究

发布时间：2018-05-12 20:13

本文选题：美国 + 教师专业发展学校　；参考：《华东师范大学》2010年硕士论文

【摘要】：产生于20世纪80年代的教师专业发展学校是美国教师教育改革家提出的种新的教师培养模式。美国教师专业发展学校就是大学和中小学合作的一个典型范例。教师专业发展学校将目标锁定在三个方而：一是为职前教师提供示范教育。二是为在职教师提供继续专业发展教育。三是为参与的中小学和大学提供合作研究的机会。教师专业发展学校为教师专业发展构建起教育教学、研究和学习合一的新型专业生活和学习方式。当前,我国的教师教育借鉴了教师专业发展学校的模式,这必将促进我国教师教育的改革与发展。本研究首先阐述了美国教师专业发展学校产生的背景和发展历程。专业发展学校不是凭空产生的,它是符合教育改革的要求的,也是教师专业化运动的成果。专业发展学校的本质特征是合作,核心在于中小学与大学的合作。它是美国教育改革史上中小学与大学合作伙伴关系的衍化与发展。它经历了最初的十人委员会、实验学校和教师入门学校的尝试的失败,最终教师专业发展学校从构想变成了现实。其次,文章论述了教师专业发展学校的理论基础和指导原则。教师专业发展学校离不开教师专业发展理论、反思性实践、合作概念、系统理论的支持。教师专业发展学校的建立是遵循以下的指导原则的：为了理解而教：学习型组织；为每个儿童提供平等的教育；所有参与专业发展学校的成人为学生树立专业学习榜样；应成为研究型或反思型教师以及教师素质的提高必须放在教学这个特殊的环境中来实现等原则。第三,通过对韦尔斯中学的个案分析对教师专业发展学校历史和背景、管理和操作模式进行深入的剖析,使读者能够对教师专业发展学校这种教育理论和实践相结合的模式的现状有更深刻的了解,同时对韦尔斯中学的经验进行总结,并引发读者深入思考一些问题。再者,论述了教师专业发展学校的特点、成效、困难和存在的问题并进行了成因分析,最后尝试探讨问题的应对策略：让参与专业发展学校成为一种自愿活动;综合利用伙伴关系的内部资源和外部资源以维持资金运转；专业发展学校中教师专业发展活动的时间获得的途径;通过非正式的会议和聚会形式建立起合作伙伴之间的信任和友谊：让专业发展学校的组织结构正式化；在伙伴合作之初,花时间共建专业发展学校的远景规划。最后结合美国教师专业发展学校的经验,针对我国教师教育改革和教师发展学校的现状,提出了合理的建议。
[Abstract]:Teacher Professional Development School, which emerged in 1980's, is a new teacher training model proposed by American teacher education reformers. The American School of teacher Professional Development is a typical example of collaboration between universities and primary and secondary schools. Teacher Professional Development School aims at three aspects: one is to provide model education for pre-service teachers. The second is to provide continuing professional development education for serving teachers. The third is to provide cooperative research opportunities for participating primary and secondary schools and universities. The teacher professional development school constructs a new type of professional life and learning style for teachers' professional development, which combines education and teaching, research and study. At present, the teacher education in our country draws lessons from the mode of teacher professional development school, which will promote the reform and development of teacher education in our country. This study first describes the background and development process of American teacher Professional Development School. The professional development school is not born out of thin air, it is in line with the requirements of educational reform, and is also the result of teacher specialization movement. The essential characteristic of professional development schools is cooperation, and the core lies in the cooperation between primary and secondary schools and universities. It is the evolution and development of the partnership between primary and secondary schools and universities in the history of American education reform. It experienced the failure of the initial 10-member committee, the experimental school and the teacher's introductory school. Finally, the teacher's professional development school changed from conception to reality. Secondly, the paper discusses the theoretical basis and guiding principles of teacher professional development school. Teacher professional development school can not be separated from the support of teacher professional development theory, reflective practice, cooperative concept and system theory. The establishment of teacher professional development schools is guided by the following guiding principles: teaching for the sake of understanding: learning organizations; providing equal education for every child; and setting professional learning models for students by all adults involved in professional development schools; It should be a research or reflective teacher and the improvement of teacher's quality must be put in the special environment of teaching and so on. Thirdly, through the case study of Welles Middle School, the history and background, management and operation mode of teacher Professional Development School are deeply analyzed. It enables readers to have a deeper understanding of the current situation of teacher professional development schools, which combines educational theory with practice, and at the same time sums up the experience of Welles Middle School, and causes readers to think deeply about some problems. Thirdly, it discusses the characteristics, effects, difficulties and existing problems of teachers' professional development schools, and analyzes the causes of the problems. Finally, it tries to explore the coping strategies: let participating in professional development schools become a voluntary activity; (B) the integration of internal and external resources of the Partnership to maintain the functioning of funds; ways to obtain time for teacher professional development activities in professional development schools; Build trust and friendship among partners through informal meetings and gatherings: formalize the organizational structure of professional development schools; take time to build a vision for professional development schools at the beginning of partnership. Finally, based on the experience of American teachers' professional development schools, this paper puts forward some reasonable suggestions on the reform of teachers' education and the present situation of teachers' development schools in China.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G571.2

【引证文献】