要不要标准、要什么样的标准?——国际上关于教师专业标准价值与功能的争议及其反思  

Reflections on the Controversies about Values and Functions of Teachers’Professional Standards

作　　者：宋敏 吴宗劲 SONG Min;WU Zongjin(Institute of International and Comparative Education,Northeast Normal University,Changchun,Jilin 130024,China)

机构地区：[1]东北师范大学国际与比较教育研究所,吉林长春130024

出　　处：《河北师范大学学报（教育科学版）》2024年第2期68-76,共9页Journal of Hebei Normal University(Educational Science)

基　　金：国家社会科学基金教育学重点课题“新时代教师专业标准研究”(AFA190007)。

摘　　要：在促进教师专业化与提高教育质量的双重诉求推动下,教师专业标准运动在全球范围内兴起,但要不要标准、要什么样的标准的争议却一直如影随形。争议的焦点在于标准能否促进教师专业化和提高教育质量。关于要什么样的标准,学界围绕标准的功能形成了“导向-发展”取向与“评价-监管”取向两种不同的观点。要不要标准与要什么样的标准以及如何实施标准密切相关,标准并不是解决所有教育问题的灵丹妙药,标准有其可为与不可为的功能边界;标准的“导向-发展”与“评价-监管”功能之间存在张力。要不要标准与要什么样的标准的问题不宜抽象地谈论,需要在特定的学校教育周期以及更大的时空环境中进行审视,以明晰期望标准解决教育中的什么问题以及能够解决什么问题。The movement of teachers’professional standards has risen globally under the demands of promoting teachers’professionalization and improving education quality,controversies about whether standards are needed and what kind of standards are needed have always followed.The focus of controversy is whether standards can promote teacher professionalism and improve the quality of education.Regarding what kind of standards are needed,the academic circle has two views on the function of standards:developmental orientation and regulatory orientation.An analysis of the above controversies shows that whether standards are needed,what kind of standards are needed,and how to implement them are closely related.Standards are not a panacea to solve all educational problems,and standards have their functional boundaries.There is a tension between the developmental and regulatory functions of the standards.Whether standards are needed and what kind of standards are needed should be examined dynamically and contextually in the specific schooling cycle and in the larger spatio⁃temporal context to clarify what problems in education are expected to be solved by standards and what problems can be solved by standards.

关 键 词：教师专业标准 专业化 教师质量 教育质量 

分 类 号：G525[文化科学—教育学]