美国小学全科教师现状及存在价值探究

发布时间：2018-03-23 15:10

本文选题：美国　切入点：小学阶段　出处：《比较教育研究》2017年02期

【摘要】：全科教师在美国小学阶段属于存在常态,是具有典型特征的代表群体。从数量上看,全科教师占所有公立小学教师的六成以上。从学历结构和教龄结构上看,全科教师与教师总体水平基本相当。从历史进程上看,全科教师发展状态平稳,持续存在的可能性较大。美国小学全科教师的长期存在是价值选择的结果,主要表现为对教育教学中重要问题的关注,包括尊重儿童认知行为的整体化、构建以教师为主导的师生关系软环境、吸引高水平人才提升教师专业认可度。近些年,社会各界对我国全科教师的负面评价客观存在,而这些负面评价主要源于对主体定位、发展目标以及衡量标准的误判。
[Abstract]:General course teachers belong to the normal state in American primary school stage and are representative groups with typical characteristics. In terms of quantity, general course teachers account for more than 60% of all public primary school teachers. In terms of educational background structure and teaching age structure, general course teachers account for more than 60% of all public primary school teachers. The overall level of general course teachers is basically the same as that of teachers. From the point of view of historical process, the development of general subject teachers is stable and the possibility of persistence is greater. The long-term existence of general course teachers in primary schools in the United States is the result of value selection. It mainly shows the attention to the important problems in education and teaching, including respecting the integrality of children's cognitive behavior, constructing a soft environment of teacher-student relationship dominated by teachers, and attracting high-level talents to promote teachers' professional recognition. The negative evaluation of Chinese general knowledge teachers from all walks of life exists objectively, and these negative evaluations are mainly due to the misjudgment of the subject orientation, the development goal and the measurement standard.
【作者单位】：东北师范大学中国农村教育发展研究院;
【基金】：教育部人文社会科学研究项目青年基金项目“农村小规模学校多学科教学现状及教育质量提升策略研究”(项目批准号:14YJC880065)的成果
【分类号】：G625.1

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