创新工程教师培养模式:美国“星辰”项目的经验及启示
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摘要
为了满足美国对高质量工程教师的需要,加州州立大学系统与美国航天局联合开展名为"星辰"的工科教师培养项目。"星辰"项目就培养对象方面对标不同教师群体,是一种联合多元主体参与、逐级分解项目目标、设计实践性课程内容、进行追踪性评价的教师培养模式。该项目彰显了以下特征:定调工程教师培养的系统性;发挥科研机构在校企合作培养教师过程中的中介性;聚焦项目内容的实践性;重视项目质量监测的持续性。"星辰"项目对我国工程教师培养具有重要借鉴。
The California State University System and NASA have jointly launched an engineering teacher training program called "Stars", in order to meet the national need of high-quality engineering teachers in the United States. The "Starts" project involves different teacher groups in terms of training objects. It is a teacher training model that can combine multi-subject participants, decompose project objectives hierarchically, design practical course and then conduct follow-up evaluation of the teachers. The project highlights the following characteristics: the systematic nature of the tuning project in training teachers; the intermediation of the research institutions in the process of school-enterprise cooperation in cultivating teachers; the practicality of focusing on project content; and the persistence of project quality monitoring. The "Stars" project has referential significance for the training of engineering teachers in China.
The California State University System and NASA have jointly launched an engineering teacher training program called "Stars", in order to meet the national need of high-quality engineering teachers in the United States. The "Starts" project involves different teacher groups in terms of training objects. It is a teacher training model that can combine multi-subject participants, decompose project objectives hierarchically, design practical course and then conduct follow-up evaluation of the teachers. The project highlights the following characteristics: the systematic nature of the tuning project in training teachers; the intermediation of the research institutions in the process of school-enterprise cooperation in cultivating teachers; the practicality of focusing on project content; and the persistence of project quality monitoring. The "Stars" project has referential significance for the training of engineering teachers in China.
引文
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[2]Children need great teachers to succeed[EB/OL].[2018-08-27].https://www.teachfirst.org.uk.
[3]Offre de formations:Entr’apprendre[R].Brussels:CECAFOC QUALIFIANT,2016.
[4]Lenrer Lenrer in der Wirtschaft(vbw web page)[EB/OL].[2018-08-26].https://www.vbw-bayern.de/vbw/ServiceCenter/Wirtschaft-und-Gesellschaft/Soziale.
[5]SIMONS C,LICHTENSTEIN G.Industry initiatives in math&science education(IISME):2013 evaluation report[R].New York:Quality Evaluation Designs,2013.
[6]高迎爽,王者鹤.英国STEM博士教育的变革:危机、应对及启示[J].中国高教研究,2016(12).
[7]瞿振元.推动高等工程教育向更高水平迈进[J].高等工程教育研究,2017(3).
[8]Digest of education statistics 2014,table 505.31[R].Washington D.C.:National Center for Education,2015.
[9]SNYDER T D,DILLOW S A.Digest of education statistics2012.U.S[R].Washington D.C.:National Center for Education,2013.
[10]Teacher attrition and mobility:Results from the 2008-2009teacher follow-up survey[R].Washington D.C.:The National Center for Education Statistics,2010.
[11]Beginning teacher longitudinal study(BTLS)waves 1-3preliminary restricted-use data file and documentation[R].Washington D.C.:The National Center for Education Statistics,2011.
[12]DUNCAN A,SAUNDERS-WHITE D.Preparing and credentialing the nation’s teachers:The secretary’s ninth report on teacher quality[R].Washington D.C.:U.S.Department of Education Office of Postsecondary Education,2013.
[13]赵慧臣,陆晓婷,马悦.基础教育、高等教育、企业以及教育管理部门协同开展STEM教育---美国《印第安纳州科学、技术、工程和数学(STEM)行动计划》的启示[J].中国电化教育,2017(4).
[14]How CSU teachers see the effects of the Star Project[EB/OL].[2018-8-25].http://www.CSUorg/us/en/support/documentation/2016.
[15]BLEICHER R E.Revisiting the STEBI-B:Measuring selfefficacy in preservice elementary teachers[J].School Science and Mathematics,2004,104(8):383-391.
[16]TSCHANNEN-MORAN M,HOY A W,HOY W K.Teacher efficacy:Its meaning and measure[J].Review of Educational Research,1998,68(2):202-248.
[17]ACOSTA R,TOMA/S-FOLCH M,FEIXAS M.Examining the impact of academic development in the engineering faculties in Chile:Changes in teaching philosophy and teachers’competencies[J].Journal of Technology and Science Education,2017,7(2):254-270.