摘要
为减少青少年的问题行为,改善学校氛围和教师、学生的行为,美国马里兰州1999年开始推进实施“积极行为干预和支持”模式。该模式是一种兼容性很强的干预策略,通过州、地区和学校三级管理体系,采取创建准备、初始实施、制度化、持续发展和更新四阶段推进模式,并借助大数据进行及时的评估、管理与信息分享,有效提升了教师和学生积极行为水平。该模式的一些做法,如合作伙伴的多元化、项目推进的体系化、评估手段的动态化,尤其是强调制度和文件的落实、专业人才的培养,对我国当前推进未成年人保护工作有着积极的借鉴意义。
In order to reduce the problem behaviors of adolescents,Maryland began to implement the“Positive Behavior Intervention and Support”model in 1999.This model is a highly compatible intervention strategy.It adopts a relatively stable promotion model through the state,district and school three-level management system,adopts a four-stage promotion model of creation preparation,initial implementation,institutionalization,continuous development and renewal,and uses big data for dynamic and timely evaluation,management and information sharing,which effectively improves the positive behavior level of teachers and students.Some of the practices of this model,such as the diversification of partners,the systematization of project promotion,and dynamics of assessment tools,especially the implementation of systems and documents and the cultivation of professional talents,have positive reference significance for China’s current work to promote the protection of minors.
作者
刘思硕
王辉
LIU Sishuo;WANG Hui(Qingdao Institute of Education Sciences,Shandong Qingdao 266012,China)
出处
《教育参考》
2022年第4期47-54,共8页
Education Approach
关键词
马里兰州
积极行为干预和支持
三级管理
评估
Maryland
Positive Behavior Intervention and Support
Tertiary Management
Assessment
