美国能力本位教师教育运动研究
发布时间：2018-08-27 08:56
【摘要】：能力本位教师教育运动是美国二十世纪六、七十年代最具有影响力的教师教育改革运动,以1967年美国联邦教育总署颁布“初级教师培养方案”的提案要求为起点。1971年,由美国联邦教育总署资助、以能力本位教育为主题的会议在休斯顿大学新建成的教育学院召开,标志着运动进入全面发展阶段；1977年,《教育职业发展法案》停止实施,政府不再为能力本位教师教育提供经费,这场运动也就开始走向衰落,80年代后运动逐渐淡出了人们的视野。能力本位教师教育运动最终以衰落被替代而落幕,但它有力促进了美国教师教育的大变革,促进了美国教师教育的教育目的、课程设置、教学方法、效果评估和教师资格认证等一系列重要方面的改革和发展。它所宣扬的“能力和行为目标列表”,虽然在运动后期遭到了猛烈的批判,但首次对能力进行了清楚的定义和分类,并尝试将能力转化成可观察的能力表现,缓解了教师教育领域长期存在的“学术取向”和“专业取向”之争,并使得教师培养机构的职能发生了根本性的变化,从追求学历的提升向注重教师能力的培养和强调教师教育的可观察性效果转变。它所倡导的“评估”体系,尽管在实践中并未得到充分的运用,但彻底改变了传统的教师资格认证体系,从注重教师质量和教师教育的“输入性”和“课程性”因素,转向了重视“输出性”和“结果性”因素。它所提出的“模块”和“个性化教学指导”,虽然随着心理学理论的发展而不断被修正,但首次从一个崭新的视角来审视教学过程中教师和学生的关系,从理论上激起人们对学生个性化学习和“以学生为中心”的关注,值得当前教师教育界学习和借鉴。如何优化教师教育模式,提高教师人才培养质量,一直是高等师范院校教师教育面临的重要课题。目前我国追求的是反思／批判的教师教育,对行为主义、能力本位等词较为抵触。但实际上,能力本位教师教育在能力本位教师教育运动退出历史舞台后,其许多核心思想继续在绩效标准本位和反思／批判的教师教育中被保留了下来。因此,在对能力本位教师教育运动的兴起、发展、鼎盛再到衰落这一历史过程分析的基础上,深度剖析能力本位教师教育模式,仍然具有重要的意义,有助于我国教师教育汲取其经验教训,为今后发展提供宝贵的借鉴。
[Abstract]:The competency-based teacher education movement is the most influential teacher education reform movement in the 1960s and 1970s in the United States, starting with the 1967 proposal by the United States Federal Administration of Education to promulgate the Primary teacher training Program. Sponsored by the United States Federal Agency of Education, a conference on the subject of competency-based education was held at the University of Houston's newly established School of Education, marking the full development of the movement; in 1977, the Education career Development Act ceased to be in force. The government no longer provides funds for competency-based teacher education, and the movement began to decline and gradually fade out of people's sight after the 1980s. Finally, the competency-based teacher education movement is replaced by decline, but it can promote the great reform of American teacher education, and promote the purpose, curriculum and teaching method of American teacher education. Effect evaluation and teacher qualification certification and a series of important aspects of reform and development. The list of abilities and Behavioral goals, which it preaches, has, for the first time, been clearly defined and classified, despite fierce criticism in the later stages of the movement, and attempts to translate it into observable ability performance. It alleviates the long-existing dispute between "academic orientation" and "professional orientation" in the field of teacher education, and makes the functions of teacher training institutions undergo fundamental changes. From the promotion of pursuing academic qualifications to the emphasis on the cultivation of teachers' ability and the emphasis on the observable effect of teacher education. The "evaluation" system advocated by it has not been fully applied in practice, but it has completely changed the traditional system of teacher qualification certification, focusing on the "input" and "curriculum" factors of teacher quality and teacher education. The emphasis on "output" and "resultant" factors has been shifted. Its "module" and "individualized instruction", although constantly revised with the development of psychological theory, have for the first time examined the relationship between teachers and students in the process of teaching from a new perspective. In theory, it arouses people's attention to students' individualized learning and "student-centered", which is worthy of study and reference in the field of teacher education at present. How to optimize the mode of teacher education and improve the quality of teacher training has always been an important subject of teacher education in normal colleges. At present, what our country pursues is reflective / critical teacher education, which conflicts with behaviorism and ability-based words. However, in fact, after the competency-based teacher education movement withdrew from the historical stage, many of its core ideas continued to be preserved in the performance standard and reflective / critical teacher education. Therefore, on the basis of the analysis of the historical process of the rise, development, prosperity and decline of the competency-based teacher education movement, it is still of great significance to deeply analyze the competency-based teacher education model. It is helpful for our teachers' education to learn from their experiences and lessons, and to provide valuable reference for future development.
【学位授予单位】：福建师范大学
【学位级别】：博士
【学位授予年份】：2015
【分类号】：G659.712
本文编号：2206746
[Abstract]:The competency-based teacher education movement is the most influential teacher education reform movement in the 1960s and 1970s in the United States, starting with the 1967 proposal by the United States Federal Administration of Education to promulgate the Primary teacher training Program. Sponsored by the United States Federal Agency of Education, a conference on the subject of competency-based education was held at the University of Houston's newly established School of Education, marking the full development of the movement; in 1977, the Education career Development Act ceased to be in force. The government no longer provides funds for competency-based teacher education, and the movement began to decline and gradually fade out of people's sight after the 1980s. Finally, the competency-based teacher education movement is replaced by decline, but it can promote the great reform of American teacher education, and promote the purpose, curriculum and teaching method of American teacher education. Effect evaluation and teacher qualification certification and a series of important aspects of reform and development. The list of abilities and Behavioral goals, which it preaches, has, for the first time, been clearly defined and classified, despite fierce criticism in the later stages of the movement, and attempts to translate it into observable ability performance. It alleviates the long-existing dispute between "academic orientation" and "professional orientation" in the field of teacher education, and makes the functions of teacher training institutions undergo fundamental changes. From the promotion of pursuing academic qualifications to the emphasis on the cultivation of teachers' ability and the emphasis on the observable effect of teacher education. The "evaluation" system advocated by it has not been fully applied in practice, but it has completely changed the traditional system of teacher qualification certification, focusing on the "input" and "curriculum" factors of teacher quality and teacher education. The emphasis on "output" and "resultant" factors has been shifted. Its "module" and "individualized instruction", although constantly revised with the development of psychological theory, have for the first time examined the relationship between teachers and students in the process of teaching from a new perspective. In theory, it arouses people's attention to students' individualized learning and "student-centered", which is worthy of study and reference in the field of teacher education at present. How to optimize the mode of teacher education and improve the quality of teacher training has always been an important subject of teacher education in normal colleges. At present, what our country pursues is reflective / critical teacher education, which conflicts with behaviorism and ability-based words. However, in fact, after the competency-based teacher education movement withdrew from the historical stage, many of its core ideas continued to be preserved in the performance standard and reflective / critical teacher education. Therefore, on the basis of the analysis of the historical process of the rise, development, prosperity and decline of the competency-based teacher education movement, it is still of great significance to deeply analyze the competency-based teacher education model. It is helpful for our teachers' education to learn from their experiences and lessons, and to provide valuable reference for future development.
【学位授予单位】：福建师范大学
【学位级别】：博士
【学位授予年份】：2015
【分类号】：G659.712
【引证文献】
相关期刊论文 前1条
1 徐卫林;彭晓春;张法碧;晋良念;;一道电路试题的考后分析与教学反思[J];科技资讯;2017年30期
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