美国薄弱学校师资培养研究

发布时间：2018-07-10 00:17

本文选题：美国 + 薄弱学校　；参考：《河南师范大学》2017年硕士论文

【摘要】：教育公平与质量问题是当今世界教育关注的永恒主题。自20世纪50年代起,美国联邦政府开始关注本国基础教育的改革与发展问题。在美国基础教育改革的进程中,越来越多的学者意识到大量存在的薄弱学校影响着教育公平的实现,制约着整个国家基础教育的发展水平。面对这一现实困境,美国基础教育界在专业化师资培养理念及高质量师资培养理念的引领下,开启了对全美薄弱学校师资队伍的改革之路,积累了丰厚的经验。本研究旨在通过对美国薄弱学校师资培养的历史演变、培养理念、目标及代表性培养模式进行研究,以文献法、比较法和分析法作为主要研究方法,分析美国薄弱学校师资培养的经验与不足之处,总结得出美国薄弱学校师资培养对我国的启示。美国薄弱学校师资培养起始于20世纪50年代,时至今日经历了起始、形成和完善发展这三个阶段,形成了较为完备的薄弱学校师资培养体系与实践模式。迄今为止,美国薄弱学校师资培养的类型更趋多样化,师资培养实践模式更加多元化,在师资培养的过程中更加强调理论与实践的结合,创造性地在大学与中小学校之间建立合作伙伴关系,吸引优秀的中小学一线教师积极加入师资培养导师队伍中来,拓宽在职教师的专业发展道路,有针对性地培养薄弱学校高质量教师队伍。我国正处于实现全面建成小康社会目标的攻坚阶段,国家教育的发展问题日益成为国民生活中的热点问题。自2010年以来,国家相继出台多个方针、政策,直指我国广泛存在的薄弱学校改进问题,在此机遇下学习借鉴美国薄弱学校师资培养的经验,有利于加快我国薄弱学校改革进程,少走弯路。现阶段,我国薄弱学校的师资培养工作,首先应当转变师资培养价值取向,强调理论与实践的联系;其次,要加强大中小学在师资培养过程中的合作,聘请优秀的一线教师投身师资培养工作;第三,积极贯彻实施一体化的师资培养模式;第四,创建学习共同体,营造良好的学习氛围;最后,拓宽教师专业发展道路,建立完善的教师晋升机制。
[Abstract]:Educational equity and quality are the eternal themes of education in the world. Since the 1950 s, the federal government has paid attention to the reform and development of basic education in the United States. In the process of basic education reform in the United States, more and more scholars realize that a large number of weak schools affect the realization of educational equity and restrict the development level of basic education in the whole country. In the face of this dilemma, the American elementary education field, under the guidance of the concept of professional teacher training and the concept of high-quality teacher training, has opened the way for the reform of the teaching staff of weak schools in the United States and accumulated rich experience. The purpose of this study is to study the historical evolution, training ideas, objectives and representative training models of teachers in weak schools in the United States, with literature, comparative and analytical methods as the main research methods. This paper analyzes the experiences and shortcomings of teacher training in weak schools in the United States, and concludes the enlightenment of teacher training in weak schools in the United States. The teacher training of weak schools in the United States began in the 1950s and has gone through the three stages of starting, forming and perfecting the development, and forming a relatively complete system and practice mode of teacher training in weak schools. Up to now, the types of teacher training in weak schools in the United States have become more diversified, and the practice models of teacher training have become more diversified, and the combination of theory and practice has been more emphasized in the process of teacher training. To creatively establish a cooperative partnership between universities and primary and secondary schools, to attract outstanding first-line teachers from primary and secondary schools to actively join the contingent of teachers training mentors, and to broaden the professional development path of in-service teachers. To train high quality teachers in weak schools. China is in the critical stage of realizing the goal of building a well-off society in an all-round way. The development of national education has become a hot issue in national life. Since 2010, the country has issued a number of policies and policies, pointing directly to the widespread weak school improvement problem in China. Under this opportunity, learning from the experience of teacher training in weak schools in the United States is conducive to speeding up the reform process of weak schools in our country. Don't take a detour. At the present stage, the work of teacher training in weak schools in our country should first change the value orientation of teacher training and emphasize the connection between theory and practice. Secondly, we should strengthen the cooperation between universities and primary and secondary schools in the process of teacher training. Employ excellent front-line teachers to join in the work of teacher training; third, actively implement the integrated teacher training model; fourth, create a learning community to create a good learning atmosphere; finally, broaden the path of teachers' professional development. Establish a perfect teacher promotion mechanism.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G635.1

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