美国职业教育“双师型”教师评价标准的关键特征及现实启示  

Characteristics Analysis and Practical Implications of the Evaluation Criteria for"Double-qualified"Teachers in American Vocational Education

作　　者：宋雅 万东升[3] SONG Ya;WAN Dongsheng(Nanjing University,Nanjing Jiangsu 210093;Jiangsu Second Normal University,Nanjing Jiangsu 210013;Soochow University,Suzhou Jiangsu 215123)

机构地区：[1]南京大学,江苏南京210093 [2]江苏第二师范学院,江苏南京210013 [3]苏州大学,江苏苏州215123

出　　处：《现代教育管理》2024年第6期119-128,共10页Modern Education Management

基　　金：江苏省高等教育教改研究重点课题“‘立德树人’视域下卓越乡村教师职前职后一体化培养模式的创新与实践”(2021JSJG056);江苏省高等教育教改研究重点课题“‘强师’‘优师’战略背景下‘双一流’高校教师教育课程改革与实践”(2023JSJG117)。

摘　　要：深化职业教育“双师型”教师评价改革是建立高素质职业教育师资队伍的关键。美国职业教育“双师型”教师评价具有发展性与终结性评价导向相结合、基础性与差异性评价标准相补充、实践性与应用性评价内容相协调、奖励表彰与职称晋升评价激励相统一的内涵特征。我国职业教育“双师型”教师评价标准的研制应秉持发展性评价理念,充分发挥教师主体作用;合理配置评价权力,构建分类型一体化标准体系;凸显评价内容的应用性特征,重视考核教师实践能力;有效运用评价结果,完善激励机制和组织支持,推动教师专业持续发展。Enhancing the reform of"double-qualified"teachers evaluation is crucial for establishing high-quality vocational education teachers.The evaluation of American vocational education's"double-qualified"teachers has been found to possess characteristics that encompass both developmental and terminal evaluation orientations,incorporate basic and differential evaluation criteria,integrate practical and applied evaluation content,as well as unify reward and commendation with professional title promotion evaluations.The development of"double-qualified"teachers evaluations should uphold a concept of developmental evaluation while fully utilizing teachers'main roles.This can be achieved through reasonable allocation of evaluation power,constructing an integrated standard system type;highlighting the application characteristics of evaluation content while paying attention to evaluating teachers'practical abilities;effectively using evaluation results to improve incentive mechanisms and organizational support which will promote sustainable professional development of teachers.

关 键 词：美国职业教育 “双师型”教师 教师评价标准 教师专业发展 发展性评价 

分 类 号：G719.712[文化科学—职业技术教育学]