摘要
提升特殊教育教师教学质量重在提升教学效能。如何评价特殊教育教师教学效能,成为迫切需要解决的时代课题。文章首先考察了美国特殊教育教师复制或移植普通教师教学效能评价体系所遇到的问题,重点指出了增值评价用于特殊教育领域存在的诸多弊端,以及以教学框架(FFT)为代表的课堂观察工具难以充分反映特殊教育教师所承担的多重角色和职责,继而选择美国两个有代表性的专门为特殊教育教师设计的教学效能评价模型:RESET和ESET模型,对其具体评价指标作系统介绍,管窥和反思美国经验教训,在此基础上,尝试提出构建中国特色世界视野的特殊教育教师教学效能评价体系的基本思路。
This paper investigated the problems encountered in copying or transplanting the evaluation system of teaching efficacy from general schools to special education schools in the US,pointing out that there were many flaws in the application of value-added evaluation in the field of special education,and that classroom observation tools represented by the Framework for Teaching(FFT)couldn’t fully reflect the multiple roles and responsibilities of special education teachers.Two evaluation models of teaching efficacy designed for special education in the US,RESET and ESET,were introduced and their specific evaluating indicators elaborated.By reflecting on the advantages and disadvantages of teaching efficacy evaluation in the US,this paper advanced some ideas of building a teaching efficacy evaluation system for special education in China with global perspective and Chinese characteristics.
作者
王名扬
王崇恩
郑晓坤
WANG Mingyang;WANG Chongen;ZHENG Xiaokun(Graduate School of Education,Beijing Foreign Studies University,Beijing,100089;School of Special Education,Changchun University,Changchun,130022)
出处
《中国特殊教育》
CSSCI
北大核心
2019年第11期16-21,50,共7页
Chinese Journal of Special Education
基金
2019年度教育部人文社会科学研究一般项目“特殊教育教师专业资格证书制度的国际比较与本土实现路径研究”(项目批准号:19YJA880090)的阶段性研究成果之一
世界银行贷款“中国经济改革促进与能力加强项目”(TCC6)“十三五”振兴我国教师教育的重大目标及政策建议研究项目“欧美教师教育体系改革研究任务”的阶段性研究成果之一
