教师素养标准的“理想”与“现实”——以荷兰“七大素养标准”的研制与实施为例

"Ideal" and "Reality" of Teacher Competence Standards--A Case Study of the Development and Implementation of the Teachers’ Seven Competence Standards in the Netherlands

研制并实施教师素养标准被认为能够有效地提升教师质量,进而提高教育质量。但是如何有效研制并实施教师素养标准还有待进一步探究。荷兰于20世纪末开始研制教师素养标准,并于2004年公布“七大素养标准”,2006年以法律形式颁布。然而,该标准仅实施5年后,荷兰便开始着手研制新的素养标准,并于2017年公布新的“三大素养标准”。“七大素养标准”的研制和实施深刻体现出荷兰教师素养标准“理想”和“现实”之间的冲突性,即准确性和模糊性冲突,全面性和专门性冲突,以及政府参与度与教师职业专业化之间的冲突。

The development and implementation of teacher competence standards are considered to be able to improve the quality of teachers,and further improve the quality of education.However,how to develop and implement teacher competence standards scientifically remains to be further explored.Especially the conflicts between the"ideal"in development and the"reality"in implementation needs to be clarified.The Netherlands began to develop teacher competence standards at the end of 20th century,published"Seven Competence Standards"(SCS)in 2004,and was enacted in legal form in 2006.However,five years later,the Dutch government started to develop new standards,and published the new"three-competence standards"in 2017.The development and implementation of the SCS reflect the collisions between"ideal"and"reality"in competence standards,namely,the conflict between accuracy and ambiguity,the conflict between comprehensiveness and specialization,and the conflict between government control and teachers;professionalism.