从技能训练走向全人发展——美国绩效标准本位教师教育课程改革分析  

From Technique Based Preparation to Wholeperson Development: the Analysis on the Performance Standards-based Teacher Education Reform in the U S A.

作　　者：戴伟芬[1] 

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《教师教育研究》2013年第1期76-80,69,共6页Teacher Education Research

基　　金：教育部哲学社会科学研究重大课题攻关项目(09JZD0035);湖北省教育厅人文社科2011年度指导性项目(405);全国教育科学规划教育部重点课题(GJA114021)阶段性成果

摘　　要：在教师教育标准作为教师教育改革和保障教师教育质量的一个基本前提下,受到认知主义、建构主义学习理论和课堂评价的影响,美国推进了绩效标准本位教师教育课程的改革,改变过去过于注重技能训练的标准,从教师观、教学观、教学知识基础观和评价观上提出了新的标准,以期把教师培养成为一位专业的智力工作者,形成基于情境以学生为中心的教学观,让教师掌握多向度的、综合性的教学知识,注重教学整体质量的评价,促使高素质教师发展。这一改革构建了教学专业化的复杂性的理念,教师教育课程改革呈现出从技能训练走向综合发展、对个体和个体知识关怀的实践取向的全人发展观趋势,为优化我国教师教育课程改革提供了启示。Under the situation that teacher education standards as a basic premise of teacher education reform and teacher education quality assurance, and the impacts of cognitivism, and constructivism based learning theory, American perform- ance standards-based teacher education reform have been promoted, which changed the standards of technique based prepa- ration and have proposed new standards from the aspects of teacher, teaching, knowledge based for teaching and assess- ment. It hopes that teacher should be a professional and intellectual who have the view of teaching for context-specificity and learner-centeredness, and integrated and holistic knowledge based for teaching, which promote teacher＇ s comprehensive de- velopment. This reform rests on the thought that teaching professionalization is complicated. From the research, we found that teacher education curriculum standards are from the technique-based preparation to the wholeperson development which focus on the comprehensive development and individual or individual knowledge care and practice orientation.

关 键 词：资格能力本位 绩效标准本位 美国教师教育课程 

分 类 号：G659.712[文化科学—教育学]