科学教师培养系统的设计及其实施——美国培养新一代科学教师的经验与启示

Design and Implementation of Science Teacher Preparation System:Experience and Insights from Preparing a Next Generation of Science Teachers in the US

教师培养系统是建设高素质专业化创新型教师队伍的重要支撑。为培养新一代科学教师,美国颁布了《2020科学教师培养标准》,并结合教师认证标准、教学标准等进行了系统设计,建立了以“主体-环境”为架构、以“绩效-标准”为导向、聚焦教师核心素养发展的教师培养系统。美国科学教师培养系统的实施路径是:加强培养标准与科学教育框架的统一性,注重科学教学与文化的同步性和实践性,重视职前与职后培养的一体性,强化教师培养评价的精准性。深入分析美国科学教师培养系统的设计与实践,可以给我国科学教师培养带来如下启示:构建教师培养系统,为推进科学教师培养奠定基础;完善教师教育标准体系,为创设科学教师培养环境提供依据;凝练教师核心素养,为科学教师培养明确目标定位;创新教师教育评价体系,为实现科学教师专业持续发展提供保障。

Teacher preparation system is an important support for the construction of high-quality,professional and innovative teaching staff.In order to cultivate the next generation science teachers,America promulgated the 2020 NSTA/ASTE Standards for Science Teacher Preparation.Combined with teacher certification standards and teaching standards,a teacher preparation system with“Subject and Environment”as its framework is constructed,which is guided by“Performance and Standards”and focuses on the key competencies.The implementation path of the science teacher preparation system is to strengthen the unity of training standards and the frame work for science education,the cultural synchronization and practicality of science teaching,the coherence of pre-service and post-service preparation,and the precision of teacher education evaluation.An in-depth interpretation of design and implementation of the preparation system brings some insights to the preparation of science teachers in China.It is necessary to construct a teacher education system to lay a foundation of science teacher education,improve the education standard system to establish the environment of teacher preparation,generalize the key competencies of science teacher to make clear the target orientation for teacher education,and innovate teacher education evaluation to provide a solid guarantee for professional continuous development.