教师个性化教学能力构成的审思——基于美国《指向个性化,以学习者为中心的教师教学能力框架》的分析

王晓莉; 杨淑霞

教师个性化教学能力构成的审思——基于美国《指向个性化,以学习者为中心的教师教学能力框架》的分析

详细信息

作者简介:
王晓莉，华南师范大学教育科学学院副教授; 杨淑霞，深圳市龙华区创新实验学校教师。

中图分类号: G622
计量
- 文章访问数: 630
- HTML全文浏览量: 117
- PDF下载量: 44
- 被引次数: 0
出版历程
- 收稿日期: 2021-04-30
- 网络出版日期: 2021-12-30
- 刊出日期: 2021-12-29

Rethinking Teachers' Professional Competence for Personalized Teaching: Based on the Analysis of Educator Competencies for Personalized, Learner-Centered Teaching of the United States

摘要

摘要: 追求卓越且公平的教育，让每个学生都能获得优质且适合的教育，成为当前我国教育改革的重要议题。然而，个性化教学对教师能力的转型提出了挑战，为此美国于2015年出台了《指向个性化，以学习者为中心的教师教学能力框架》。该框架坚持以学习者为中心的指导思想，以提高教师能力为本位，以认知领域、内省领域、人际领域和教学领域为主要维度，对教师个性化教学的能力要求进行了全面阐释。对该框架予以详细解读，旨在透视开展个性化教学所需的教师能力，明晰其所依据的理性基础，据此力求促进我国个性化教学理念的落地与发展。
- 个性化教学 /
- 教师能力 /
- 专业标准
Abstract: In pursuit of excellence and equity in education, every student should access to quality and appropriate education. In 2015, America developed Teacher Competence Framework for Personalized Education. This Framework adheres to the principle of learner-centeredness, and focuses on improving teachers' competences, with cognitive, introspective, interpersonal and pedagogical domains as the main dimensions, and provides a comprehensive explanation on teachers' competencies for personalized teaching. It not only promotes the index of high-level teaching competencies in each field, but also indicates the specific ways to develop teaching competencies to achieve this index. It thus can be seen as a complete and operable framework for teachers' competencies. Through a detailed study of this Framework, this paper aims to clarify teachers' competencies required for personalized teaching, which will facilitate the implementation and development of personalized teaching in China.
- personalized teaching /
- teachers' competence /
- professional standards

HTML全文

参考文献(21)

[1]	林智中,白颖颖,周淑卿.香港与台湾高中课程照顾个别差异的课程策略[J].教育学报(香港),2017,45(1):1-20.
[2]	陈宝生.办好中国特色社会主义教育以优异成绩迎接党的十九大胜利召开[N].中国教育报,2017-02-07(001).
[3]	黄显华,朱嘉颖.一个都不能少:个别差异的处理[M].台北:师大书苑,2002:171.
[4]	迈克尔·霍恩,希瑟·斯特克.混合式学习:21世纪学习的革命[M].混合式学习翻译小组,译.北京:机械工业出版社,2016:9,23.
[5]	Our Responsibility,Our Promise:Transforming Educator Preparation and Entry into the Profession[EB/OL].(2012-09-01)[2020-5-20]. https://ccsso.org/resource-library/our-responsibility-our-promise.
[6]	Jobs for the Future&the Council of Chief State School Officers. Educator Competencies for Personalized,Learner-Centered Teaching[EB/OL]. (2015-8-15)[2020-5-20]. https://ccsso.org/resource-library/educator-competencies-personalized-learner-centered-teaching
[7]	Hinton C,Fischer K W,Glennon C. Mind,Brain,and Education[J]. Mind,2012,6(1):49-50.
[8]	Toshalis E,Nakkula M J. Motivation,Engagement,and Student Voice[J]. Education Digest,2012,78(1):29-35.
[9]	Rose D. H,Gravel J. W. Curricular Opportunities in the Digital Age[M]. Boston,MA:Jobs for the Future,2012:14.
[10]	杨洁.能力本位:当代教师专业标准建设的基石[J].教育研究,2014,35(10):79-85.
[11]	Diez M,Rickards W,Lake K. Performance Assessment in Teacher Education[C]//T. Warren. Promising Practices:Teacher Education in Liberal Arts Colleges. Lanham,MD:University Press of America and Association of Independent Liberal Arts Colleges for Teacher Education,1993:9.
[12]	姚林群,杨凌.发达国家中小学教师专业标准制定——以美国、英国和加拿大为中心的考察[J].教师教育论坛,2020,33(12):83- 86.
[13]	靳玉乐,张良.教师一般育人能力评价指标体系构建[J].教师发展研究,2020,4(1):81-89.
[14]	张传燧.中国传统教育家论非认知因素在学习中的作用及其培养[J].教育理论与实践,1997(6):47-50.
[15]	李爽,陈丽.美国国家教师相关标准及其对我国教师信息能力标准制定的启发[J].电化教育研究,2003(5):68-71.
[16]	保罗·威尼斯.学做工:工人子弟为何子承父业[M].秘舒,凌旻华,译.南京:译林出版社,2013:259.
[17]	Linda Darling-Hammond,Lisa Flook,Channa Cook-Harvey,etc. Implications for Educational Practice of the Science of Learning and Development[J]. Applied Developmental Science,2020,24(2):97-140.
[18]	王晓莉,张世娇.社会生态系统理论下新手教师韧性发展机制研究[J].教师发展研究,2018,2(2):67-74.
[19]	Linda Evans. Professionalism,Professionality and the Development of Education Professionals[J]. British Journal of Educational Studies,2008,56(1):20-38.
[20]	Stiggins R. J. Relevant Classroom Assessment Training for Teachers[J]. Educational Measurement:Issues and Practice,1991,10(1):7-12.
[21]	郝德贤.教师教学反思的心理机制与影响因素分析[J].现代教育科学,2014(10):108-110.