国外教师校本培训经验及其启示

【作者】 于建川；

【导师】 王钢；

【作者基本信息】 华东师范大学 ， 教育经济与管理， 2003， 硕士

【摘要】 自20世纪80年代以来，全球性教育改革的一个主要特征就是：以提高师资质量作为提高教育质量的突破口，提高师资质量重点集中在在职培训阶段。“违背教师意愿或没有教师参与的教育改革从来没有成功过。”从世界范围来看，欧美发达国家提出校本发展思想是基于知识经济和日益激烈的国力竞争需要。它改变了教师培训就是对有关学科专业知识补课的观念和做法，也改变了教师培训是有关大学或专门机构的“专利”观念，学校及教师本人在教师专业发展中的独特地位和作用被发现和受到重视，具体的教育、教学活动及实际的课堂情境中所出现的具有个别化特征的问题进入到教师培训活动的框架中，使教师培训更具有针对性和实效性。 随着我国建立“三级课程管理体系”和实施素质教育，我们必须对广大中小学教师进行培训，使之掌握和理解素质教育和课程变革背后所蕴涵的思想和理念。我们有必要从国外经验入手，在明确教师校本培训内涵基础上，对如何进行教师校本培训进行构建，使“学校成为教师专业发展的摇篮。”从某种程度上说，新时期教师培训的针对性与质量高低决定着我国新一轮教育改革的成败。 各国传统的教师在职培训体系，大部分都是以政府——大学——进修院校或中心为主导的自上而下式的他培体系，是外控的，针对性差，效果不明显。这样，在过去20多年中，以英、美等发达国家为代表，开始把教师在职培训的重心下移，尝试把教师校本培训作为在职培训的重要组成部分，因为它的针对性强，全员参与，能调动教师的积极性，所以使校本培训受到各国普遍的欢迎与关注，成为教师在职培训体系的重要组成部分。 为了实施《面向21世纪中小学教师继续教育工程》规定的中小学教师全员培训，我们必须加快研究和实施校本培训，显然，研究和借鉴国外成熟的经验是必要的。本文旨在对国外教师校本培训的经验作一系统分析，并结合我国实际提出一些建议。全文共有四部分，第一部分是导言部分，明确研究方法、框架和概念界定；第二部分进行有关文献分析，教师在职培训和校本培训的历史发展情况，并对教师在职培训和校本培训的理论基础加以总结；第三部分是对国外教师校本培训的经验进行分析，主要从目标体系、协作机构、运行机制和评价体系来分析；最后是启示部分，在分析我国教师在职培训的历史与现状基础上，提出国外教师校本培训对我们的启示与借鉴，并且对教师校本培训在我国的发展前景作了展望。更多还原

【Abstract】 Since the 1980’s. the major feature of global education reform is regarding the improvement of teacher’s quality as the breach of raising the education quality, the emphasis of which is in-service training. "If the education reform is against the will of teacher or without the engagement of feachcr. il will never succeed." From the view of the world, the idea of school-based developmenl in developed countries is to satisfy the need of more intense contest in national power. It charges the idea of taking teacher training as learning subject knowledge or as the patent of university or specialist institution. The unique status and effect of school and teacher in teacher’s professional development have been realized and aroused general concern. Concrete education action and the characterized problem appeared in the real class situation enter into the frame of teacher training, which’makes the training more directive and effective.Alongside the implementation of qualities-oriented education and the establishment of three-level curriculum system, we must train the teachers in primary and high schools. And help them master and undcrsiand the idea and theory concerned. We need to learn from foreign experience, definite the meaning of school-based teacher training, and then explore how to construct the school-based teacher training system, change school into the cradle of teacher professional development. To a certain extent, the success of the new round of education reform hinges on the direction and quality of the teacher training in the new time.(n the world the traditional in-service training is a from-up-down system, dominated by government-turn crsity-collcgc for advanced studies, which is outside-controlled and ineffective, fn the past 2" years, (he developed countries such England and US have began to move down the heart of teacher’s in-scn ice training, try to make the school-based teacher training into the major part of in-service training. Because it is directive, full-member engagement and can arouse the enthusiasm of the teachers, it has aroused general concern and become the major part of in-service training system.In order to implement the full-member teacher training which is stipulated in the continue education project for teachers in primary and higher schools face to 21st century, we must quicken the spread of researching and implement school-based training. Obviously, it’s necessary to study the ripe experience of other counties and use it for reference. This dissertation is aimed at making a systematic analysis of the experience about school-based teacher training in foreign countries and put forward some suggestions in the light of our specific conditions. This thesis contains four part. In the first part, it analyzes the documents concerned, defines the concepts; the second part recounts the history of in-service teacher training and school-based teacher training and summarizes the theories concerned. From the view of aims system, cooperation mechanism, operation system and evaluation system, The third part analyzes the experience of foreign countries school-based teacher training; The last part is about enlightenment On the basis of studying the history and present condition of in-service teacher training in our country, it puts forward the enlightenment for us from the school-based teacher training in foreign countries and forecasts the prospect of school-based teacher training in our country.更多还原