摘要
美国绩效标准本位教师教育起源于20世纪六七十年代盛行的表现/能力本位教师教育。绩效标准本位教师教育以绩效主义和建构主义为理论基础,重新阐释了教师活动的对象、内容、主体和教师教育评价,形成了以中小学学生为中心的教师专业发展观、以教育增值为取向的教师教育质量观,在一定程度上推动了美国教师教育的发展。但在联邦政府高度重视绩效的背景下,美国教师教育政策愈来愈趋向绩效化、技术化和标准化,使其教师教育在追求学生成绩和促进学生发展、技术主义和人文主义、标准化和多样化之间出现失衡。
The performance standard-based teacher education(PSBTE)in America originates from the performance/competency-based teacher education,which prevailed in the 1960s and 1970s.Based on the theory of performancism and constructivism,PSBTE re-interprets the object,content,subject of teachers’activity and evaluation of teacher education,and forms the views,which takes the elementary school students as the center of teacher professional development and takes the value-added assessment as the guideline of teacher education quality.To a certain extent,it promotes the development of American teacher education.However,as the federal government attaching much importance to performance,the teacher education policies become more and more performance-oriented,technology-focused and standardized,which results in the imbalance between students’achievement and students’development,technicalism and humanism,and standardization and diversification.
作者
蒋喜锋
刘小强
JIANG Xi-feng;LIU Xiao-qiang(School of Education,Jiangxi Normal University,Nanchang 330022,China)
出处
《高等教育研究》
CSSCI
北大核心
2021年第8期99-106,共8页
Journal of Higher Education
基金
江西省社会科学规划项目(19JY09)。
关键词
美国
教师教育
绩效标准本位
the U.S.
teacher education
performance standards-based
