美国中小学教师发展的区分性督导策略研究

发布时间：2018-05-24 12:13

本文选题：督导 + 区分性督导　；参考：《西南大学》2016年硕士论文

【摘要】：教学质量的高低关键在于教师。促进教师发展的一个重要途径是,借助有效的教师督导策略提升教师的教学能力。然而,我国的教师督导策略,比较笼统、单一,很少关注教师能力的差异性,未充分考虑教师的发展需求,也没有关注教师的自主意识和自由选择,这导致我国的教师督导策略在促进教师发展上显得力不从心。美国中小学在区分性教师督导策略方面具有丰富的理论和实践经验,强调根据教师的教学水平差异和教师发展需求,采取针对性的督导策略,促进教师的专业发展。研究美国中小学教师发展的区分性督导策略,可以为改善我国当前的教师督导策略提供一定的借鉴和启示。20世纪80年代,美国的教师质量问题受到广泛责难,而当时的教师督导策略却一直无法有效提升教师的能力,于是人们开始思考如何提升教师督导策略的有效性。美国各州和学区日益注重教师能力的提升,督导实践也愈加关注不同水平教师的需求,加之教师能力理论、成人学习理论和区分性督导理论的发展,区分性督导策略便应运而生。美国中小学教师发展的区分性督导策略是为了促进不同教学水平教师的发展,以达到提高教学质量和学生学业成绩的根本目的。它遵循差异性原则、主体性原则、发展性原则和民主性原则,并依据具体的标准进行策略的实施。美国中小学教师发展的区分性督导策略的实施有三大前提条件:一是能有效划分教师类型,这是区分性督导的基础,以美国马萨诸塞州的区分性教师标准为例分析教师类型的划分;二是教师督导队伍组成结构多元、分工明确,督导人员素质高;三是学校要有合作的文化氛围,教师与督导人员之间建立良好的人际关系。美国中小学依据标准将教师划分为熟练教师、待提高教师和不满意教师,并采取针对性的督导策略。熟练教师的督导策略主要有行动研究、同伴指导及专业发展团队;待提高教师的督导策略主要有指导和档案袋;不满意教师的督导策略主要有制定强化援助计划、组建支持团队和针对性观察。美国中小学区分性督导策略的实施不仅促进了不同教学水平教师的发展,而且改善了学校的文化氛围,增强了教师的发展意识。我国和美国教师督导的中心任务都是促进教师发展,教师教学水平存在差异是共同面临的事实,所以教师发展美国中小学教师发展的区分性督导策略可以为我国中小学教师督导策略提供以下启示:第一,加强教师能力区分研究,完善教师能力标准体系构建;第二,优化教师督导成员结构,提高教师督导人员素质;第三,倡导多方平等合作,营造良好的教师督导氛围;第四,丰富教师督导策略库,增加督导策略的选择性和针对性。
[Abstract]:The key of teaching quality lies in teachers. An important way to promote teachers' development is to improve teachers' teaching ability by means of effective teacher supervision strategies. However, the strategy of teacher supervision in our country is relatively general and single, which pays little attention to the differences of teachers' abilities, does not fully consider the development needs of teachers, nor pays attention to teachers' self-consciousness and free choice. This causes our country's teacher supervision strategy to appear to be unable to do in the promotion teacher development. American primary and secondary schools have rich theoretical and practical experience in distinguishing teachers' supervision strategies. It is emphasized that according to the differences of teachers' teaching level and teachers' development needs, appropriate supervision strategies should be adopted to promote teachers' professional development. The research on the differentiated supervision strategy of American primary and secondary school teachers can provide some reference and inspiration for improving the current teacher supervision strategy in our country. In the 1980s, the teacher quality problem in the United States was widely criticized. At that time, the teacher supervision strategy could not effectively improve the ability of teachers, so people began to think about how to improve the effectiveness of teacher supervision strategies. States and school districts in the United States pay more and more attention to the improvement of teachers' abilities, and the practice of supervision also pays more and more attention to the needs of teachers at different levels, together with the development of the theory of teachers' ability, the theory of adult learning and the theory of differentiated supervision. The differentiated supervision strategy emerges as the times require. The strategy of differentiated supervision in the development of primary and secondary school teachers in the United States is to promote the development of teachers at different teaching levels in order to improve the quality of teaching and the students' academic achievement. It follows the principle of difference, the principle of subjectivity, the principle of development and the principle of democracy. There are three prerequisites for the implementation of the differentiated supervision strategy for the development of primary and secondary school teachers in the United States: first, it can effectively divide the types of teachers, which is the basis of differentiated supervision. Taking the standard of differentiated teachers in Massachusetts, USA as an example, this paper analyzes the classification of teacher types; second, the teacher supervision team has a pluralistic structure, a clear division of labor, and high quality supervisors; and third, schools should have a cultural atmosphere of cooperation. Establish good interpersonal relationships between teachers and supervisors. American primary and secondary schools divide teachers into skilled teachers according to the standard. Teachers should be improved and dissatisfied. The supervision strategies of skilled teachers mainly include action research, peer guidance and professional development teams; the supervision strategies for teachers to be improved are mainly guidance and portfolio; the supervision strategies for dissatisfied teachers mainly include the formulation of intensive assistance programmes. Set up support team and target observation. The implementation of differentiated supervision strategy in American primary and secondary schools not only promotes the development of teachers at different teaching levels, but also improves the cultural atmosphere of schools and strengthens teachers' awareness of development. The central task of teacher supervision in China and the United States is to promote the development of teachers. Therefore, the differentiated supervision strategy of teacher development in American primary and secondary schools can provide the following enlightenment for Chinese primary and secondary school teachers' supervision strategy: first, strengthen the research of teacher competence differentiation, perfect the construction of teacher competence standard system; second, We should optimize the member structure of teachers' supervision and improve the quality of teachers' supervisors. Third, we should advocate equal cooperation among all sides to create a good atmosphere for teachers' supervision. Fourth, we should enrich the teacher supervision strategy base and increase the selectivity and pertinence of the supervision strategy.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G635.1

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