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美国新教师入职培训研讨

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【中文摘要】:

【中文摘要】以终身学习理念为基本,教师专业发铺是一个贯穿于教师整个职业生涯的动态而连续的入程,教师教育也应该包括职前培育、入职培训和在职入修这三个连续的阶段。新教师入职培训是教师专业发铺的中间环节和关键环节,对匆匆入教师的专业连续发铺有着极其主要的意义。在美国,新教师入职培训明白的培训目的、丰盛且有针对性的培训内容、完美的质量保障机制以及介入人员、机构间的紧密协作都对匆匆入新教师的专业发铺施铺着主要作用。美国新教师入职培训从最初为初次任教的新教师提供支持和辅助,以减少新教师流失为目的,发铺到现在已成为教师教育的天然延长,成为教师专业发铺的有机组成部门。本文通过体系地介绍和剖析美国新教师入职培训,以期为我国树立体系、科学的新教师入职培训提供有益借鉴。本文共分六个部门,内容概要如下:第一部门:导论,包括题目的提出;海内外已有研讨综述;本文的研讨意义和所借助的研讨方式;几个关键词的界定。第二部门:主要是对美国新教师入职培训的发铺历程的梳理。第三部门:探讨了美国新教师入职培训的理论基本、目的、内容和评价。其中理论基本主要包括了教师专业发铺理论、教师知识构造理论和终身教育理论。而培训内容在本部门也有重点介绍,包括有导向课程、研讨会和培训者指点。第四部门:介绍新教师入职培训在美国的实践,主要介绍新泽西州、康涅狄格州和肯塔基州的实践情形及其实施后果的研讨。第五部门:依据前面部门的梳理和剖析,总结出美国新教师入职培训的特色和存在的题目。特色的总结是第五部门的重点,包括树立强有力的政策保障体系、合理定位入职培训的目的、不断完美培训者指点环节、实行公正有效的评价和重视中小学与高校的合作关系。第六部门:依据我国新教师入职培训的现状,提出从美国新教师入职培训中可借鉴之处。');
【Abstract】 Based on the lifelong learning theory, teacher professional development should be a dynamic and continuous process through a teacher’s whole teaching life. And also, teacher education should assume as an integrative process which includes three continuous phases. Those are pre-service education, inductive education and in-service training. New teacher induction education is the middle and key phase in the teacher’s professional development process and it is very meaningful for teacher professional development.The new teacher induction in America is characterized with the specific goals, rich and pertinent training contents, good quality protecting system and the intimate cooperation between the relative inductive staffs and organizations. All of these steps have sustained the new teacher professional development. American new teacher induction initially aimed to offer support and help decreasing the loss of new teachers. With its development, induction has become a logical extension of teacher education and an organic composition of the teacher professional development. This *** profoundly analyses the American new teacher induction and describes a situation of teacher induction in China, with the purpose on providing some precious experience to our country on setting up a systematic and scientific induction system.The whole *** is divided into six sessions, which are summarized as follows: Section one is the introduction that comprises of problem statement, literature review at home and abroad, ***’s significance, researching method and definitions of key concepts.Section two introduces the history of America new teacher induction. Section three is a comparative study on the basic theories, induction objectives, components and evaluation of the American new teacher induction. The basic theories include the Teacher’s Professional Development Theory, the Knowledge Structure Theory and the Lifelong Learning Theory. And also, the induction concepts are compared in this part from the aspects as follows: orientation program, seminar and mentoring.Section four introduces the practice and its effect of the American new teacher induction which includes the main successful programs from three States: New Jersey, Connecticut and Kentucky.Section five describes the characteristics and sums up some problems of American new teacher induction according to the above research and analysis. The analysis of characteristics are protecting from government’s policy and law, clear induction goals, development of guiding, effective evaluation system and appropriate cooperation with related staffs and organizations.Section six discusses the present status and problems existing in Chinese new teacher induction, and puts forward the useful points that we can learn from the America new teacher induction.

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本文TAGS: 研讨 培训 教师 the and teacher of in

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