发达国家多元文化背景下的教师专业发展模式探析  

An Analysis of Teachers’ Professional Development Models in Multicultural Developed Countries

作　　者：任京民[1] REN Jing-min(School of Education,Yunnan Minzu University,Kunming,Yunnan 650504)

机构地区：[1]云南民族大学教育学院,云南昆明650504

出　　处：《汕头大学学报（人文社会科学版）》2023年第7期67-72,96,共7页Journal of Shantou University(Humanities and Social Sciences Edition)

基　　金：云南省哲学社会科学规划教育学项目“跨文化视域下民族地区特岗教师专业发展研究”(AC20015)。

摘　　要：随着21世纪全球化时代的到来,多元文化教育、跨文化素养教育日益引起世界各国的重视,关注教师的跨文化专业素养和专业发展成为世界教育改革的一大趋势。英国、美国、澳大利亚、新西兰等西方发达国家教育界形成了某些共识,关于教师的跨文化专业素养结构,一般包含专业知识、专业技能和专业情意三个维度。另外,形成了适合各自国情的不同教师专业发展模式,主要包括四种较为典型的模式:相对独立式、内容嵌入式、理念渗透式和综合式。西方国家根据本国具体情况,做出了适应自身的模式选择。西方国家多元文化背景下教师专业发展的理论研究和实践经验,可以为我国特岗教师跨文化专业发展提供参考和借鉴。The cross-cultural literacy and professional development of teachers have received widespread attention in the era of globalization.Western countries such as the United Kingdom,the United States,Australia,and New Zealand have formed some consensus on the structure of teachers’cross-cultural professional literacy,which includes three dimensions,that is,professional knowledge,professional skills,and professional sentiment.In addition,western countries have developed four models of teachers’professional development according to their respective conditions:relatively independent model,content-embedding model,concept-infiltrating model,and comprehensive model.Western countries’theoretical research and practical experience can provide reference and inspiration for teachers’cross-cultural professional development in China.

关 键 词：西方国家 跨文化 教师专业发展模式 

分 类 号：G4[文化科学—教育学]