美国高中科学课程实施状况与反思

Reflection on Current High School Science Teaching Staff and Curriculum Implementation in USA

第五次全美数学和科学教育调查展现出科学师资所具有的年龄结构合理、大学课程修习薄弱、专业发展不足等特征;课程实施所具有的课程门类和教材选用多样化、教师教学质量不理想、教育活动较丰富、学生学业负担较小等特征。本文对其师范教育理念与基础教育实践脱节,教师考证、招募设计与学校发展愿景脱节,专业发展投入背离以人为本理念等问题进行了反思。

As far as teaching staff is concerned, education in USA shows that this group has proper age the fifth national survey of science and mathematics structure, but deficiency in their college course studies and professional development. When it comes to curriculum implementation, it shows diversified curriculum provisions, solid evaluation on student＇s learning, insufficient utilization of textbook, and unsubstantial ability of differentiated teaching. Reflections have been made in following aspects： teacher preparation belief is disjointed with K-12 education practice, certification testing and recruitment policy is deviated from school development vision, and investment on professional development is inconsistent with people-oriented method.