美国科学教师专业标准的演进、特征与启示  

THE EVOLUTION,CHARACTERISTICS,AND ENLIGHTENMENT OF PROFESSIONAL STANDARDS FOR SCIENCE TEACHERS IN THE UNITED STATES

作　　者：韦立君[1] 包嫣然 刘紫薇 干沈成 王晶莹 Wei Lijun;Bao Yanran;Liu Ziwei;Gan Shencheng;Wang Jingying(School of Education and Psychology,Hefei Normal University,230601,Hefei,China;Faculty of Education,Beijing Normal University,100875,Beijing,China)

机构地区：[1]合肥师范学院教育与心理科学学院,合肥230601 [2]北京师范大学教育学部,北京100875

出　　处：《山东师范大学学报(自然科学版)》2025年第1期89-96,共8页Journal of Shandong Normal University(Natural Science Edition)

基　　金：安徽省大学生创新创业训练计划资助项目(S202314098137);安徽省哲学社会科学规划一般资助项目(AHSKY2022D162)。

摘　　要：如何培养高质量的中小学科学教师,已成为我国科技创新人才培养亟待解决的重要课题。科学教师专业标准对教师质量和专业发展提出了明确系统的要求,对其进行研究有利于促进中小学科学教师的高质量发展。通过介绍美国科学教师专业标准的演进历程,分析科学教师专业标准的内容框架和具体特征,对我国科学教师专业发展给出以下启示:关注科学教师的循证实践能力,注重科学教师的社会责任,强调教师专业成长的自觉性和深刻性,以及重视跨学科综合化和工程实践能力培养。The cultivation of high￣quality primary and secondary science teachers has become an argent and significant task for fostering scientific and technological talent in China.The professional standards for science teachers set clear and systematic requirements for teacher quality and professional development,making their study essential to promoting the high￣quality development of science teachers in primary and secondary schools.This paper introduces the evolution of the professional standards for science teachers in the United States,and analyzes the content framework and specific characteristics of three major professional standards.Based on the analysis,the study puts forward the following enlightenment for the professional development of science teachers in China,paying attention to the evidence￣based practice ability of science teachers,highlighting attention to the social responsibility of science teachers,emphasize the consciousness and depth of teachers′professional growth,and promoting interdisciplinary integration and engineering practice ability training.

关 键 词：科学教师 教师专业标准 科学教育 

分 类 号：G45[文化科学—教育学]