美国优秀教师专业教学标准及其认证：开发、实施及影响

发布时间：2018-07-02 15:05

本文选题：美国专业教学标准全国委员会 + 专业教学标准　；参考：《华东师范大学》2011年博士论文

【摘要】：随着世界范围内教育改革的深入发展,教师质量问题成为世界各国关注的焦点,促使世界各国将教学专业标准的研发提上日程；另一方面,教育界在促使教学成为一门专业方面的不懈努力,也使教学专业标准的应运而生成为必然。因此,世界各国逐渐将“教师/教学专业标准”作为保障与提高教师质量、促进教学专业化的重要途径。美国专业教学标准全国委员会研发与实施的美国优秀教师专业教学标准及其认证,是世界上第一部优秀教师标准与认证体系,也被评价为世界所有国家中为达到高专业标准的教师建立标准及认证体系方面最有抱负的尝试。本文的第一、二章在对教学专业标准的内涵特征进行解读的基础上,探究了美国专业教学标准及其认证的理论与实践基础。美国优秀教师专业教学标准以其五项核心标准回答了“教师应该知道什么和应该能做到什么”这一根本性问题,同时也为“优秀教学实践”确立了其愿景,作为委员会制定所有领域标准和开发认证评价的依据,其理论基础便是舒尔曼关于教师知识的理论,其理论定位于回答“什么知识对于教学来说是最根本的”或者“教师应该知道什么和应该能够做到什么”这一支持教学的知识之本质的问题,关注教师需要哪些知识来获得这些教学能力。二十世纪八十年代以来美国基于标准的改革运动浪潮,以及美国教育界在促使教学成为一门专业方面的不懈努力,则为美国优秀教师专业教学标准研发与实施奠定了实践基础。本文从第三到第六章研究了美国专业教学标准及其认证的开发、实施以及所产生的影响。美国优秀教师专业教学标准的研发,是从五项核心标准的建立开始的,各个领域标准的研发以及基于标准的认证评估体系的开发,都是建立在这一核心基础之上的。对于具体领域标准的开发,委员会设立了规范科学的流程。认证评价的开发是评价教师是否达到标准的重要环节,认证评价是对标准文本的实践解读,是教学标准从文本状态转化为实践状态的手段和桥梁。以档案袋评价取代传统评价方式,是项目组在研究基础上确立的认证评价基调,如何评价真实复杂的教学实践,是评价项目组重点解决的核心问题。NBPTS制定的对评价开发者的理念和成果进行评估的APPLE准则,成为对评价开发者的工作进行评价的最高最严格的标准。对委员会优秀教师认证实施的研究表明,委员会认证项目的参与率是较低的,尽管如此,参加认证教师和获得认证的教师数目是以明显的上升趋势发展的。另外,各州之间、各个学区之间,申请参加认证教师和获得认证教师的数目是有很大差别的。部分原因是因为每个州对教师参与认证的鼓励程度不同。对委员会标准及其认证所产生的效果及影响的研究是从三个层面进行的：是通过对众多实证研究结果的梳理来考察标准及其认证在全国范围内所产生的影响,二是以怀俄明州为案例探究其如何利用委员会认证改进教学；三是通过对三位获得认证教师的叙事探究,研究标准及其认证对个体教师的影响。这些研究表明,标准及其认证改变了教师的教学实践及职业生涯,促进了教师的专业发展,使教师们成为更好的反思性实践者；获得认证教师对学校和学区产生了多方面的影响,使获得认证教师的力量通过改变本校的教学实践而最终极大地改变了全州的教学文化；通过对教师与学校的影响,标准及其认证最终对促进学习的学习发挥了作用。第七章是对委员会标准及其认证的经验总结。一套完整的教学标准有哪些组成部分构成?应该开发什么样的标准?谁来开发?如何开发?需要收集哪些证据来判断教师是否达到标准?如何根据证据评估教师是否达到标准?这是开发一套标准必须要回答的问题。本章探究了美国优秀教师专业教学委员会对这一系列问题的解决给我们的启示。
[Abstract]:With the development of educational reform in the world, the problem of teachers' quality has become the focus of attention all over the world, promoting the research and development of teaching professional standards all over the world; on the other hand, the educational circles have made unremitting efforts to promote teaching to become a professional field, and thus make the teaching professional standards emerge as a necessity. All the countries of the world have gradually taken the "teacher / teaching professional standard" as an important way to guarantee and improve the quality of teachers and promote the specialization of teaching. The American excellent teachers' professional teaching standards and their certification, developed and implemented by the National Committee for professional teaching standards, are the first excellent teachers' standards and certification systems in the world, and are also evaluated. The most ambitious attempt to establish standards and certification systems for teachers in all countries in the world to achieve high professional standards.
The first, second chapter of this paper, based on the interpretation of the connotation of the standard of teaching professional, explores the theoretical and practical basis of American professional teaching standards and their certification. The basic questions of "what should teachers know and what should be able to be done" are answered by the American excellent teachers' Professional teaching standards At the same time, it also establishes its vision for "excellent teaching practice" as the basis for the committee to formulate standards for all fields and to develop certification evaluation. The theoretical basis is Schulman's theory of teacher knowledge. Its theory is to answer "what knowledge is the most fundamental to teaching" or "what should teachers know and what should be known" What should be able to do, "the question of the essence of the knowledge that supports teaching, and the knowledge that teachers need to acquire these teaching abilities. The United States' excellence in the reform movement based on standards since 1980s and the unremitting efforts of the American education community to make teaching a major, are excellent teaching for the United States. It lays a practical foundation for the research and implementation of teachers' professional teaching standards.
This paper studies the development, implementation and impact of American professional teaching standards and their certification from third to sixth. The research and development of American excellent teachers' professional teaching standards is starting from the establishment of five core standards. The development of standard R & D in various fields and the development of standard based certification evaluation system are all built in this On the basis of the core. For the development of specific field standards, the committee set up the process of standard science. The development of certification evaluation is an important link to evaluate whether the teacher has reached the standard. The certification evaluation is the practical interpretation of the standard text, the means and bridge of the transformation of the teaching standard from the text to the practical state. Price replacing the traditional evaluation method is the key of the project group on the basis of research, and how to evaluate the real and complex teaching practice. It is the core issue of evaluating the key solution of the project group.NBPTS, which is the APPLE criterion for evaluating the concept and results of the evaluation developers, and is the evaluation of the work of the evaluation of the developers. The highest and most stringent standards. Research on the implementation of the committee's excellent teacher certification shows that the participation rate of the accredited project is low, although the number of accredited teachers and accredited teachers is in a clear upward trend. In addition, between the States, among the school districts, apply for accreditation and certification. There is a big difference in the number of teachers. Part of the reason is that each state has a different degree of encouragement to the teachers' participation in certification. The research on the effect and impact of the Committee standards and their certification is carried out from three levels: by combing the results of many empirical studies to examine the standards and their certification throughout the country. The two is to explore how it uses Committee certification to improve teaching in Wyoming; three, through the narrative inquiry of three certified teachers, the impact of research standards and their certification on individual teachers. These studies show that standards and their certification have changed the teaching practice and career of teachers and promoted teachers. The professional development makes teachers a better reflective practitioner; obtaining accredited teachers has many effects on schools and school districts, so that the power of obtaining certified teachers has changed the teaching culture of the whole state by changing the teaching practice of the school, and by the influence of teachers and schools, the standards and their certification are the most. Finally, it plays a role in promoting learning.
The seventh chapter is a summary of the standards and Accreditation of the Committee. What are the components of a complete set of teaching standards? What standards should be developed? Who will develop? How to develop? What evidence should be collected to judge whether the teacher meets the standard? And how to evaluate the standard according to the evidence? This is a set of standards. This chapter explores the solution to this series of problems by the excellent teachers' Professional Teaching Committee of the United States.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G420

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