美国伊利诺伊州教师教育项目：“金苹果学者计划”研究

发布时间：2018-04-29 21:38

本文选题：“金苹果学者计划” + 薄弱学校　；参考：《西南大学》2017年硕士论文

【摘要】：本土化、扎根型的教师教育项目已被越来越多的中美教师教育研究者和实践者认为是改善薄弱学校,培养并留住卓越农村教师的重要途径。自2006年起,我国湖南、江西、重庆等省份陆续实行了农村公费定向师范生培养计划,并取得了较好的效果,为农村补充了大量优秀教师。但仍然面临培养目标不够细化、课程内容设置不够合理、学生缺乏专业精神、教师教学方法不当及教学实习欠缺等问题。美国伊利诺伊州的教师教育项目:“金苹果学者计划”在实施近30年中取得了良好的成效。它与湖南等省市的农村公费定向师范生培养计划具有同质性。本文从湖南省农村公费定向师范生培养计划实施的现实情况出发,以“金苹果学者计划”为研究对象,力争为改善我国农村公费定向师范生培养计划提供启示与借鉴。本文共包括六个部分。导论部分阐述了本研究缘起,界定相关概念,分析国内外相关研究现状,阐述本研究的设计。本研究目的是为改善我国农村公费定向师范生培养计划提供启示;研究内容包括“金苹果学者计划”的形成、设计、实施、特点分析、可借鉴性、启示与借鉴等;研究的理论基础包括教育公平理论、教师教育一体化理论及教师的实践性知识观;研究方法包括比较法、文献法、案例法;研究步骤为梳理其形成,阐述其设计及实施过程,继而分析特点及可借鉴性,最后提出建议以改善我国农村公费定向师范生培养计划。正文由五个部分构成:第一部分以“金苹果学者计划”招生数量为依据,将其发展阶段分为产生期、发展期及成熟期,对“金苹果学者计划”的历史发展进行描述。产生期招生人数的增长缓慢,发展期招生人数保持稳定增长,成熟期招生人数快速上升。第二部分从培养理念、培养目标、培养任务、培养内容、培养路径、培养方法、培养机构及培养保障等方面对于“金苹果学者计划”的设计进行静态描述。其理念是每个学生都值得拥有卓越的教师指导,以达成基础学力目标,体现教育公平;其目标是致力于为薄弱学校招收、培养卓越教师并使他们留任,提升学生的学习成绩,增强学生的公平竞争力,促进每一位学生的发展;其培养内容包括教育教学知识、学科知识及实践性知识,尤其注重提供传统教师教育项目所缺乏的薄弱学校的实践性知识;其培养任务即在伊利诺伊州招收并培养卓越的教师,尤其是多元民族教师及双语教师;其招生路径包括“高中学生项目”及“路径项目”,以最大程度地吸收优秀人才参与该计划;它采用职前职后一体化的方法培养;其参与机构主要包括金苹果教育者学院、“金苹果学者”校友关系委员会及合作院校等;资金及提供就业支持是该计划能否实施的重要保障。第三部分对“金苹果学者计划”进行动态描述,阐述了“金苹果学者”的选拔、培养与实施成效。“金苹果学者”通过严格的过程选拔;它采用职前职后一体化的方法培养,其职前培养包括“金苹果”基金会组织的付费暑期学院及合作院校学习,职后培养是指“金苹果学者”在大学期间及执教前五年将获得“金苹果奖”获奖教师等的持续指导;其良好的实施效果包括培养卓越教师,提高教师留任率,提升学生学业成就,培养大量少数民族教师,帮助大量贫困学生完成学业,吸引受教学生参与等。第四部分对“金苹果学者计划”的特点进行分析,包括培养理念的公平性及培养目标的定向性,培养任务及培养内容的创新性;培养路径多元化及培养方法的一体化、专业化;培养机构的协作性与培养保障的充分性。第五部分对“金苹果学者计划”的可借鉴性进行分析,包括中美教师教育项目的共同诉求,如追求教育公平、招收多元化教师、注重薄弱学校教学实践性知识习得、实现教师教育一体化、寻求卓越教师的专业化指导等;中美教师教育项目具有同质性,如培养对象质量优化、培养方式的定向性、培养路径多元化、培养机构的协作性、培养保障的充分性等;它具有普遍的理论支撑性,包括教育公平理论、教师教育一体化理论及教师的实践知识观。第六部分为启示,“金苹果学者计划”为我国农村公费定向师范生培养计划的完善提出启示,包括在课程中融入教育公平理念;培养与少数民族学生同比例的少数民族教师;注重薄弱学校教师实践性知识的习得;卓越教师对新教师提供一体化的专业指导等。
[Abstract]:The local and rooted teacher education project has been regarded by more and more teachers and practitioners in China and the United States as an important way to improve the weak schools and to retain the outstanding rural teachers. Since 2006, the training programs for the rural normal students in Hunan, Jiangxi, Chongqing and other provinces have been carried out in succession. As a result, a large number of excellent teachers have been added to the countryside, but they are still faced with problems such as inadequate training objectives, lack of reasonable curriculum content, lack of professional spirit, improper teaching methods and lack of teaching practice. The program of Teacher Education in Illinois, USA: "Golden Apple scholar program" has been achieved in the last 30 years Good results. It has the same quality as the training program for normal students in rural areas in Hunan and other provinces and cities. This paper, starting from the reality of the implementation of the training program for normal students in rural public fee oriented teachers in Hunan Province, takes the "Golden Apple scholar program" as the research object, and tries to provide inspiration for the improvement of the training program for rural normal students in rural areas in China. Six parts are included in this paper. The introduction explains the origin of this study, defines the relevant concepts, analyzes the relevant research status at home and abroad, and expounds the design of this study. The purpose of this study is to provide enlightenment for the improvement of the training program for the rural public fee oriented normal students in our country; the study of the internal capacity includes the formation of the "Golden Apple scholar program" and the design of the study. The theoretical basis of the study includes educational equity theory, teacher education integration theory and teachers' practical knowledge view, and the research methods include comparative method, literature method, case law, and research steps to explain the process of design and implementation, and then analyze the characteristics and can be used for reference. Finally, some suggestions are put forward to improve the training plan of rural public fee oriented normal students in our country. The text is composed of five parts: the first part is based on the number of "Golden Apple scholar program", and divides its development stage into the generation period, the development period and the maturity period, and describes the historical development of the "Golden Apple learner plan". The number of people is growing slowly, the enrollment number of the development period remains stable, and the enrollment number of the mature period is rising rapidly. The second part gives a static description of the design of "Golden Apple scholar program" from the aspects of training ideas, training objectives, training tasks, training content, training methods, training methods, training institutions and training guarantee. Every student is worthy of excellent teacher guidance to achieve basic learning goals and to embody educational equity. The goal is to recruit students for weak schools, to cultivate excellent teachers and to keep them in office, to improve students' academic performance, to enhance their fair competitiveness and to promote the development of every student; the training content includes education and teaching. Knowledge, subject knowledge and practical knowledge, especially the practical knowledge of the weak schools that are lacking in the traditional teacher education program; the training task is to recruit and cultivate outstanding teachers in Illinois, especially the multi ethnic teachers and bilingual teachers; the path of enrollment includes the "high school student project" and "path project". To take part in the plan with the best talent, it adopts the pre job integration method; its participating institutions mainly include the Golden Apple educator college, the "Golden Apple scholar" alumni relations committee and the cooperative academy, and the funding and employment support is an important guarantee for the implementation of the program. The third part is "the important guarantee for the implementation of the project." The Golden Apple scholar program is dynamically described and elaborated on the selection, training and implementation of "Golden Apple scholar". "Golden Apple scholar" adopts a strict process selection; it adopts a pre service integration method, and its pre service training includes the pay summer college and the cooperative academy organized by the Golden Apple foundation. Post training refers to the continuous guidance of "Golden Apple scholar" in University and five years prior to the teaching of "Golden Apple Award", and its good implementation effect includes training excellent teachers, improving teachers' retention rate, improving students' academic achievement, cultivating a large number of minority teachers, helping a large number of poor students to complete their studies and attracting students. The fourth part analyzes the characteristics of the "Golden Apple scholar program", including the fairness of the training idea, the orientation of the training goal, the innovation of the training task and the training content, the integration and specialization of the training path and the training methods, the cooperation of the training institutions and the adequacy of the training guarantee. The five part analyzes the reference of the "Golden Apple scholar program", including the common demands of the Chinese and American teacher education programs, such as the pursuit of educational equity, the recruitment of diversified teachers, the acquisition of practical knowledge in the weak school teaching, the integration of teachers' education, and the professional guidance of the outstanding teachers. There are homogeneity, such as the optimization of the quality of the training objects, the orientability of the training mode, the diversification of the training path, the cooperation of the training institutions, the adequacy of the training of the guarantee, etc. it has universal theoretical support, including the theory of educational equity, the theory of the integration of teachers' education and the practice of knowledge of teachers. The sixth part is the revelation of the Golden Apple scholar. This paper puts forward the inspiration for the improvement of the training program for the rural public fee oriented normal students in China, including the integration of the concept of educational equity in the curriculum, the training of minority teachers in the same proportion as the minority students, the acquisition of the practical knowledge of the weak school teachers, and the integration of professional guidance to the teachers of the new teachers.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G451

【参考文献】