中国与IBSTPI“教师标准”的比较——评析我国三个教师专业标准(试行)  

A Comparison of “Teacher Standards” between China and IBSTPI——An Analysis on the Chinese Professional Standards for Teachers(Trial)

作　　者：李高峰[1] 

机构地区：[1]陕西师范大学教师专业能力发展中心,陕西西安710062

出　　处：《教师教育研究》2012年第3期31-35,共5页Teacher Education Research

基　　金：中国博士后科学基金资助课题(20100481315);陕西师范大学中央高校基本科研业务费专项资金项目(10SZYB30)阶段性成果之一

摘　　要：通过比较我国"幼儿园、中小学教师专业标准"和IBSTPI教师能力标准,发现我国"三个标准"存在一些不足:(1)名称与内容不符;(2)维度、领域和基本要求的数目较少;(3)将教师专业素养定位于最低要求;(4)未用行为动词表述基本要求;(5)条目的内涵指向"教",未指向"学",而且内涵"大而全"。我国"三个标准"应针对这些问题做进一步的修订。It is found that there are some deficiencies in Chinese ＂kindergarten,primary and secondary school teachers＇ professional standards＂ by comparing the ＂three standards of China＂ and Instructor Competencies： Standards for Face-to-Face,Online Blended Settings of IBSTPI.These deficiencies are as follows：（1） the names are inconsistent with the contents,（2） numbers of the dimensions,areas and basic requirements are small relatively,（3） professionalisms of teachers are located in the minimum requirements,（5） the contents of entries point to teaching instead of learning,and they are too large and comprehensive.The Three Standards of China should be further amended against above-mentioned problems.

关 键 词：中国与IBSTPI 教师专业标准 比较 

分 类 号：G451.1[文化科学—教育学]