论中等职业学校专业教师培训标准的开发
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摘要
中等职业学校专业教师培训标准的基本框架主要由职业教育理念与师德标准、学科专业知识与能力标准、专业教学知识与能力标准以及教育教学研究能力标准四个维度构成。开发中等职业学校专业教师培训标准需要以相关的法律法规、国家职业标准以及教师教育的有关标准为依据,坚持层次性与发展性相统一、差异性与通用性相结合的原则,采用任务分析和功能分析相结合的方法。
The basic framework of the training standard of professional teachers in secondary vocational schools is mainly composed of four dimensions: the concept of vocational education and the standards of ethics, the standard of professional knowledge and competence, the standard of professional teaching knowledge and competence, and the standard of education and teaching research. The development of teachers training standards needs to be based on relevant laws and regulations, national occupational standards and the relevant standards of teacher education. And it needs to follow the principles of unity of level and development, the combination of diversity and versatility, and uses task analysis together with functional analysis, etc.
The basic framework of the training standard of professional teachers in secondary vocational schools is mainly composed of four dimensions: the concept of vocational education and the standards of ethics, the standard of professional knowledge and competence, the standard of professional teaching knowledge and competence, and the standard of education and teaching research. The development of teachers training standards needs to be based on relevant laws and regulations, national occupational standards and the relevant standards of teacher education. And it needs to follow the principles of unity of level and development, the combination of diversity and versatility, and uses task analysis together with functional analysis, etc.
引文
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[3]周文叶,崔允漷.何为教师之专业:教师专业标准比较的视角[J].全球教育展望,2012(4):32.
[4]熊建辉.教师专业标准研究[D].上海:华东师范大学,2008:99.
[5]金胜利.高校教师教学研究能力初探[J].黑龙江教育(高教研究与评估),2008(10):6.
[6]凌静.基于工作过程的课程开发与教学实践研究——以中职《服装设计与工艺》专业为例[D].杭州:浙江工业大学,2011:24.
[7]和震,郭赫男.职业教育教师专业标准:美国经验与启示[J].天津大学学报(社会科学版),2013(5):241-246.
[8]熊建辉.教师专业标准研究[D].上海:华东师范大学,2008:179.