美国临床实践型数学教师培养中教育实践的设计与评价：以特拉华大学为例  

Design and Evaluation of Educational Practice in the Cultivation of Clinical Practical Mathematics Teachers in the United States: A Case Study of the University of Delaware

作　　者：陈雪梅[1] 李静 孟召静[1] CHEN Xue-mei;LI Jing;MENG Zhao-jing(College of Teacher Education,Hebei Normal University,Hebei Shijiazhuang 050024,China;College of Science,Langfang Normal University,Hebei Langfang 065000,China)

机构地区：[1]河北师范大学教师教育学院,河北石家庄050024 [2]廊坊师范学院理学院,河北廊坊065000

出　　处：《数学教育学报》2019年第6期47-50,共4页Journal of Mathematics Education

基　　金：2016年度河北省高等教育教学改革研究与实践项目——基于教师专业标准的数学教师教育课程目标内容与评价的研究（GH161059)

摘　　要：实践取向的教师教育价值观已经成为世界范围的潮流.美国临床实践型教师教育模式就是其中的代表.以美国特拉华大学数学教师培养方案为例,着重引介与分析了美国临床实践型职前教师培养中教育见习与教育实习的设计以及教育实习评价.最后,对中国教师教育实践环节提出若干改革建议.The practical orientation of teachers’ educational values had become a worldwide trend. American clinical practice teacher education model was a typical example. Taking the mathematical teacher training program of the University of Delaware as an example, this paper mainly introduces and analyzed the design of educational trainee and educational practice and the evaluation of educational practice in the training of clinical practical pre-service teachers in the United States. Finally, some reform suggestions were put forward for the practice of teacher education in our country.

关 键 词：教育实习 课堂观察标准 临床经验评价 职前教师 

分 类 号：G40-059.3[文化科学—教育学原理]