20世纪60-70年代美国能力本位教师教育运动再探  

Re-exploration of Competency-based Teacher Education Movement in the United States from 1960s to 1970s

作　　者：洪明[1,2] 吴素婷 杨正刚 Hong Ming;Wu Suting;Yang Zhenggang(College of Education of Fujian Normal University)

机构地区：[1]福建师范大学教育学院 [2]福建省基础教育与教师教育研究中心

出　　处：《教育史研究》2022年第3期141-153,共13页Educational History Studies

基　　金：国家社科基金教育学国家一般课题“美国实践取向教师教育历史演进研究”(BOA180045)。

摘　　要：能力本位教师教育运动是20世纪60—70年代发生于美国的一场持续10年左右的教师教育改革运动,它以克服教师教育大学化后学术本位教师教育弊端的姿态出现,在如何通过教学实践让师范生真正掌握教学技能方面有着自己系统而独特的探索。美国教师教育学院协会的“表现本位教师教育委员会”的研究报告、美国全国教师教育项目优先事项委员会的《罗斯纳报告》(The Rosner Report)、邦尼·史密斯的《教学学院的设计》三份历史文献清晰地展示了美国能力本位教师教育自始至终的重要主张,大致确立了这场运动发展的思想方向和实施路径。在概念界定、教学设计、标准选择等方面,能力本位教师教育的一些主张对我国当前的教师教育领域的专硕和专博课程设计和教法实施有着重要的参考和借鉴价值。Competency-based teacher education movement lasted about ten years in the United States from 1960s to 1970s. It aimed to overcome the disadvantages of academic-based teacher education after the universalization of teacher education. It had its own systematic and unique exploration on how to make normal school students really master teaching skills through teaching practice. The research report by AACTE’s Committee on Performance-based Teacher Education,CNPPTE’s The Rosner Report and Bunnie Smith’s A Design for a School of Pedagogy clearly showed the important propositions of American competency-based teacher education from the beginning and basically established the ideological direction and implementation path of this movement. In terms of concept definition, teaching design and standard selection, some ideas of competency-based teacher education are of great significance to the curriculum design and teaching method implementation of professional master and professional doctor in the field of teacher education in China.

关 键 词：美国教师教育 实践取向教师教育 能力本位教师教育运动 

分 类 号：G519[文化科学—教育学]