一流荣誉教师制度的内外机制及启示——以美国“国家年度教师”项目为例  

The Internal and External Mechanisms of theTop-tier Teacher Honour System: Implications from the Case of National Teacher of the Year in the U.S.

作　　者：王莹[1] 赵元琪 WANG Ying;ZHAO Yuanqi

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《现代教育论丛》2020年第2期72-80,共9页Modern Education Review

基　　金：全国教育科学“十三五”规划2018年度国家重大课题“建设教育强国的国际经验与中国路径研究”(项目编号:VGA180002)的研究成果。

摘　　要：美国"国家年度教师"(NTOY)项目是西方教师荣誉制度的典型代表,产生于美国矛盾重重的国内外环境下。该项目之所以能取得成功,主要有内外部两方面的因素。从内在机制来看,NTOY项目坚持平等的遴选原则、多元的评审标准,拥有专业的评审团队和严格的评审流程,为其提供了成熟的评审机制;从对外关系来看,NTOY项目与国内政界、社区、学校乃至国际教育界都有独特而紧密的联系,为其提供了优越的外在支持。NTOY项目的成功对我国国家荣誉教师制度的完善有诸多启示:从内在角度来看,应该构建公平规范的遴选机制;从外部角度来看,需要建立跨界、跨国的合作交流;此外要坚持本土化原则进行创新改革。The American "National Teacher of the Year" (NTOY) program is a representative teacher honour system in Western countries.It is a result of struggling between different groups under the domestic and international contexts.The success of the NTOY program is facilitated by both internal and external factors.In terms of the internal factors,the following mechanisms serve as the base of a good selection condition:the principle of equal selection,multiple evaluation criteria,a professional review panel and a rigorous review process.As for the external relations,NTOY has a unique and close relationship with domestic political field,local communities,schools and international education communities.The American experiences offer valuable implications for the reform of national teacher honour system in China:from an internal point of view,a series of fair and standardized selection mechanisms should be established;from an external perspective,cross-field and transnational communication and cooperation are necessary;in addition,the reform and innovation should be guided by the principle of localization.

关 键 词：教师荣誉 美国国家年度教师 内在机制 外部支持 

分 类 号：G451.1[文化科学—教育学]