印度政府为了培训出一大批强有力的优质教师队伍,加速印度教育改革,推进现代高质量教育体系建设,于2019年8月通过了《校长和教师全面发展国家倡议》,旨在提高教师、校长和教育者的能力,促进教师专业化发展。本文主要从NISHTHA项目起源...印度政府为了培训出一大批强有力的优质教师队伍,加速印度教育改革,推进现代高质量教育体系建设,于2019年8月通过了《校长和教师全面发展国家倡议》,旨在提高教师、校长和教育者的能力,促进教师专业化发展。本文主要从NISHTHA项目起源、培训模式和发展现状三个方面探讨该教师培训体系,以及其对于我国教师教育发展的启示性作用。研究发现NISHTHA培训计划是一项涵盖小学、中学、幼儿保育以及基础识字和算术多阶段、多领域的教师教育综合方案,细分为NISHTHA 1.0小学阶段(一至八年级)、NISHTHA 2.0中学阶段(九至十二年级)、NISHTHA 3.0基础识字和算术以及NISHTHA 4.0幼儿保育和教育四个部分。该计划具有一个国家一个门户网站、鼓励教师互动,走出智力孤立、综合的体系培训、提倡实用性学习,重视实践能力培养、建立信息化反馈平台以及采用多语培训等特点,对我国教师教育方式的多元化、强化教师多语教学能力、建立参培教师和校长之间的相互联结,更好地促进教师专业发展和学校发展具有重要的参考价值。In order to train a large number of strong and high-quality teachers, accelerate education reform in India, and promote the construction of a modern high-quality education system, the Indian government passed National Initiative for School Heads’ and Teachers’ Holistic Advancement in August 2019, aiming to improve the abilities of teachers, principals, and educators, and promote the professional development of teachers. This article mainly explores the teacher training system of NISHTHA project from three aspects: its origin, training mode, and development status, as well as its enlightening role in the development of teacher education in China. The study found that the NISHTHA training program is a comprehensive teacher education program that covers primary, secondary, early childhood care, and basic literacy and arithmetic in multiple stages and fields. It is divided into four parts: NISHTHA 1.0 primary stage (grades 1~8), NISHTHA 2.0 secondary stage (grades 9~12), NISHTHA 3.0 basic literacy and arithmetic, and NISHTHA 4.0 early childhood care and education. This plan has the characteristics of one country, one portal website, encouraging teacher interaction, breaking away from intellectual isolation and comprehensive system training, promoting practical learning, emphasizing practical ability cultivation, establishing information feedback platforms, and adopting multilingual training. It has important reference value for the diversification of teacher education methods in China, strengthening teacher multilingual teaching ability, establishing interconnection between participating teachers and principals, and better promoting teacher professional development and school development.展开更多
文摘印度政府为了培训出一大批强有力的优质教师队伍,加速印度教育改革,推进现代高质量教育体系建设,于2019年8月通过了《校长和教师全面发展国家倡议》,旨在提高教师、校长和教育者的能力,促进教师专业化发展。本文主要从NISHTHA项目起源、培训模式和发展现状三个方面探讨该教师培训体系,以及其对于我国教师教育发展的启示性作用。研究发现NISHTHA培训计划是一项涵盖小学、中学、幼儿保育以及基础识字和算术多阶段、多领域的教师教育综合方案,细分为NISHTHA 1.0小学阶段(一至八年级)、NISHTHA 2.0中学阶段(九至十二年级)、NISHTHA 3.0基础识字和算术以及NISHTHA 4.0幼儿保育和教育四个部分。该计划具有一个国家一个门户网站、鼓励教师互动,走出智力孤立、综合的体系培训、提倡实用性学习,重视实践能力培养、建立信息化反馈平台以及采用多语培训等特点,对我国教师教育方式的多元化、强化教师多语教学能力、建立参培教师和校长之间的相互联结,更好地促进教师专业发展和学校发展具有重要的参考价值。In order to train a large number of strong and high-quality teachers, accelerate education reform in India, and promote the construction of a modern high-quality education system, the Indian government passed National Initiative for School Heads’ and Teachers’ Holistic Advancement in August 2019, aiming to improve the abilities of teachers, principals, and educators, and promote the professional development of teachers. This article mainly explores the teacher training system of NISHTHA project from three aspects: its origin, training mode, and development status, as well as its enlightening role in the development of teacher education in China. The study found that the NISHTHA training program is a comprehensive teacher education program that covers primary, secondary, early childhood care, and basic literacy and arithmetic in multiple stages and fields. It is divided into four parts: NISHTHA 1.0 primary stage (grades 1~8), NISHTHA 2.0 secondary stage (grades 9~12), NISHTHA 3.0 basic literacy and arithmetic, and NISHTHA 4.0 early childhood care and education. This plan has the characteristics of one country, one portal website, encouraging teacher interaction, breaking away from intellectual isolation and comprehensive system training, promoting practical learning, emphasizing practical ability cultivation, establishing information feedback platforms, and adopting multilingual training. It has important reference value for the diversification of teacher education methods in China, strengthening teacher multilingual teaching ability, establishing interconnection between participating teachers and principals, and better promoting teacher professional development and school development.
