美国城市教师驻校模式中的本土文化学习及其启示
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摘要
美国城市教师驻校模式作为美国教育史上的第三种教师教育模式。其首先在职前教育中引导驻校教师领悟文化回应性教学的理念,然后在职后教育中学习所在社区的本土文化,自主地在课堂中实施文化回应性教学。美国城市教师驻校模式不仅培养了掌握本土文化,并能实施文化回应性教学的教师,而且提高了城市学区少数族裔学生的学业成效。美国城市驻校教师模式对我国教师学习本土文化的启示是"用以致学",即首先以文化回应性教学为工具引导教师逐步学会如何在课堂教学中运用本土文化,然后在引导教师根据课堂教学需要有选择地学习本土文化。
Multicultural education theory and practice show that teacher's application of local culture in teaching can improve students' academic achievement, cultivate their local culture identity and feeling, broaden their cultural vision and improve their cultural ability. In order to improve teachers' ability to learn and use local culture, American urban teacher residency model first guides resident teachers to understand the concept of cultural responsive teaching in pre-vocational education and try to carry out cultural responsive teaching; then in post-vocational education, teachers learn the local culture of communities and automatically use cultural responsive teaching in classroom. This model has not only cultivated teachers who can master the local culture and are able to conduct cultural responsive teaching, but also improved urban ethnic minority students' academic achievement. The inspiration of this model to teachers in China is "practice for learning", that is, first using cultural responsive teaching as a tool to guide teachers to learn how to apply local culture in classroom step by step, and then leading them to selectively learning local culture according to the need of classroom teaching.
Multicultural education theory and practice show that teacher's application of local culture in teaching can improve students' academic achievement, cultivate their local culture identity and feeling, broaden their cultural vision and improve their cultural ability. In order to improve teachers' ability to learn and use local culture, American urban teacher residency model first guides resident teachers to understand the concept of cultural responsive teaching in pre-vocational education and try to carry out cultural responsive teaching; then in post-vocational education, teachers learn the local culture of communities and automatically use cultural responsive teaching in classroom. This model has not only cultivated teachers who can master the local culture and are able to conduct cultural responsive teaching, but also improved urban ethnic minority students' academic achievement. The inspiration of this model to teachers in China is "practice for learning", that is, first using cultural responsive teaching as a tool to guide teachers to learn how to apply local culture in classroom step by step, and then leading them to selectively learning local culture according to the need of classroom teaching.
引文
[1] Stephen Sawchuk. Teacher “Residencies” Get Federal Funding To Augment Training[EB/OL].http //www.edweek.org/ew/ankles/2009/10/14/07residency.h29.htm1.(2009-10-14)[2013-11-09].
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[2] 陈庆文,谢清理.广西本土文化走进幼儿园[M].桂林:广西师范大学出版社,2016:1.
[3] Gay G.Culturally responsive teaching:theory, research, and practice[M].New York:Teachers College Press, 2000:29.
[4] 王革.“文化回应教学”模式与民族地区外语教学改革[J].民族教育研究,2018,(4):65-70.
[5] Irvine J J.The critical elements of culturally responsive pedagogy: A synthesis of the research[A]. J J Irvine, B N Armento (Eds.). Culturally responsive teaching:Lesson planning for elementary and middle grades[C].Boston:McGraw Hill,2001:2.
[6] 孙传远.教师学习:期望与现实[D].上海 :上海师范大学博士学位论文,2010:34.
[7] 韩雪军.本土知识与师范教育课程改革[J].中国教师,2012,(2):41-44.
[8] 王庆东.人才安全是强国战略[N].环球时报,2003-12-12(015).
[9] Chicago Public Schools, Stats and Facts[EB/OL].http//www.cps.edu/about—cps/at-a-glance/pages/stats and facts.aspx.(2010-01-10)[2011-12-12].
[10] Boston Teacher Residency Investing Fund[EB/OL].http:// www 2. ed. gov/programs/innovation/2010/narratives/u396c;101038.pdf,2011-03-17.(2011-03-17)[2017-12-19].
[11] 李洪修,李哨兵.20世纪90年代以来美国多元文化教育的特征与困境[J].民族教育研究,2016,(4):105-110.
[12] Richard Ingersoll,Henry May. Retention and the Minority Teacher Shortage[R].CPRE Research Report. 2011.
[13] 郑琪.美国“教师培养驻校模式”研究[D].福州:福建师范大学,2012:49.
[14] Tindle K,Freund M,Belknap B, Green C, Shotel J.The Urban Teacher Residency Program:A Recursive Process to Develop Professional Dispositions, Knowledge, and Skills of Candidates to Teach Diverse Students[J].Educational Considerations, 2011,(38).
[15] Berry B, Montgomery D, Snyder J.Urban teacher residency models and institutes of higher education: Implications for teacher education[R]. Carrboro, NC: Center for Teaching Quality,2009.
[16] Keller B. Residencies set up to train urban teachers.[EB/OL].http://www.edweek.org/ew/articles/2006/11/01/10residencies.h26.html.(2012-04-22)[2017-11-12].
[17] Boston Teacher Residency Program[EB/OL].http://www.boston teacher residency.org/program/.(2009-12-19)[2012-11-03].
[18] Boston Teacher Residency.the BTR Impact[EB/OL].http://www.boston teacher residency.org/btr-impact/#third.(2008-08-07)[2011-11-03].
[19] Zygmunt-Fillwalk E, Leitze A. Promising practices in teacher education: The Ball State University urban semester[J]. Childhood Education,2006,(5).
[20] Chicago Public Schools.Stats and Facts[EB/OL].http//www.cps.edu/about—cps/at-a-glance/pages/stats and facts.aspx.(2013-01-10)[2013-12-12].
[21] May L G. Learning to Teach in an Urban Teacher Residency[EB/OL].https://doi.org/10.1177/0042085916641171. (2016-03-14)[2018-02-14].
[22] Berry B, Montgomery D, Curtis R, Hernandez M, Wurtzel J, Snyder J. Creating and sustaining urban teacher residencies: A new way to recruit, prepare, and retain effective teachers in high-needs districts[R].The Aspen Institute and Center for Teaching Quality, 2008:12.
[23] Papay J P, West M R, Fullerton J B, Kane T J. Does an urban teacher residency increase student achievement? Early evidence from Boston[J].Education Evaluation and Policy Analysis, 2012,(34):413-434.