美国新教师入职教育培训的实践与启示  

Practice and Enlightenment of American Inductive Education and Training for New Teachers

作　　者：周石峰[1] 李斌[1] 

机构地区：[1]贵州师范大学历史与政治学院,贵州贵阳550001

出　　处：《吉林师范大学学报（人文社会科学版）》2016年第2期98-103,共6页Journal Of Jilin Normal University:Humanities & Social Science Edition

基　　金：贵州省教育厅高校人文社会科学研究项目(编号:2015DXS24);河南省"十二五"教育信息技术规划课题项目(编号:1252015029)

摘　　要：美国在新教师入职教育、培训方面研究起步较早,在培训形式、内容等方面独具特色,尤其近年来美国政府在入职培训法制化、评价科学化、多主体协同参与等方面得到了长足的发展,对稳定教师队伍和促进教师专业发展起到了积极的促进作用。本文从美国新教师入职教育实施的背景入手,阐释了美国新教师入职培训的目标与形式、入职教育实施的条件、入职培训的特点及其对我国新教师培训的启示,对我国新教师入职教育、培训工作具有积极借鉴意义和参考价值。The inductive education and training for new teachers in America started very early. It hasunique feature both in training form and contents. In recent years, the legalization of inductive training, scientif？ic evaluation, and the multi-agent collaboration have a positive impact on the stability of teaching group andthe development of the teaching profession. Starting with the background of the American inductive educationfor new teachers, this paper interprets the purpose, form, implementation condition and feature of inductive edu？cation and training, and its enlightenment for the inductive training for new teachers in our country. It has refer？ence significance for the inductive education for new teachers in our country.

关 键 词：美国 新教师 入职培训 启示 

分 类 号：G51[文化科学—教育学]