【作者】 高春香；

【导师】 蔡宝来；

【作者基本信息】 西北师范大学 ， 教育史， 2003， 硕士

【摘要】 人类进入21世纪，社会经济、科技日新月异的发展，使教师接受继续教育成为必然，终身教育的要求使教师继续教育成为教师成长的必需，教师职业的专业化发展使教师继续教育的研究与发展成为势所必需。 20世纪以来，世界各国先后采取了各种改革办法和举措，使教师继续教育体制更臻完善，其中美国的改革尤为突出。本文选择了教师继续教育发展相对比较超前的美国作为研究对象。作者力图在分析、探讨美国教师继续教育历史及未来发展趋向的基础上，研究其存在的问题，揭示其发展规律，总结其经验教训，并为我国教师继续教育的改革发展提供借鉴和启示。 前言部分通过对美国教师继续教育研究背景与现状的介绍，论述了本选题的目的、理论意义及现实价值，总结了美国教师继续教育研究中的特点及存在的问题，指出了以往研究中的几点不足。 在第一部分“概念界定与目标构成”中，介绍了国内外关于继续教育的各种概念界定，在进行分析的基础上，对继续教育进行了重新界定；同时梳理了历史上教师继续教育名称的演变，理清不同名称之间的关系；此外，为研究美国教师继续教育提供参考，还介绍了世界范围内教师继续教育的目标构成与发展特点。 在第二部分“美国教师继续教育的历史发展”中，梳理了美国教师继续教育历史发展历程，总结了殖民地时期到19世纪中叶以前、19世纪中叶至二战前、二战后到现在其兴起、发展及进一步完善三个不同历史阶段的特点，分析了其发展的原因。 在第三部分“美国教师继续教育的现状及模式”中，介绍了美国教师继续教育管理中行政管理、业务管理、师资管理的现状，详细介绍了选择性教师证书在职进修、“以学校为中心”的教师进修、教育硕士计划及专业发展学校教师培训四种典型的培训模式，并作了相应的评价。 在第四部分“美国教师继续教育的发展趋势”中，通过对美国及世界教师继续教育现状的把握，笔者预测了未来美国教师继续教育的培训目标将更趋全面复杂、培训课程将更加多样系统、培训模式将更趋于与教学实践的结合，以及培训机构将倾向于大学化、多元化等方面的发展趋向。 在第五部分“美国教师继续教育的实践特点”中，通过对美国教师继续教育历史及现状的研究，总结、归纳出了七大发展特点，即社会各界力量的支持，政策法规的保证，功利观向素质全面发展观转变的培训目标，多样化的培训形式，富于针对性、实用性、前瞻性的培训内容，严格的录用标准，分层次的经费保障机制等。 在第六部分“借鉴启示”中，作者反思美国教师继续教育在发展中的利弊得失，结合我国目前教师继续教育发展的现状，针对政府的统筹职能、立法、培训网络、培训观、培训内容、录用标准、资金筹集等问题，提出了对策和建议:建议加强政府统筹管理、给予教师继续教育政策与法规保证、建立开放式培训网络、树立全面发展的培训观念、密切培训内容与实践教学的结合、实施严格的录用标准、开辟多元资金筹措渠道等。更多还原

【Abstract】 In the 21st century, teachers’ continuing education is greatly needed as the economy and technology of the society are developing and changing rapidly. Influenced by lifelong education, teachers’ continuing education has become essential for the growth of teachers. Research and reform on teachers’ continuing education now is unavoidable because of the specialization of teachers’ profession.From the 20th century, all kinds of reform plans have been made to improve the system of teachers’ continuing education by most countries in the world, among which American reform is the most impressive. Therefore, the author chose U.S.A, who is in lead of teachers’ continuing education in the world, as the object of research in order to use it for the reference for teachers’ continuing education in China. In this article, on the basis of analysis and presentation of the history and future intendancy of American teachers’ continuing education, the author reveals its problems, pursues its developmental principles, draws lessons from it and finally, proposes its inspirations for Chinese teachers’ continuing education.In the part of preface, there is an introduction of the background and present state of American teachers’ continuing education. There is a presentation of the aim, theoretical meaning and realistic value of the topic. There is a summary of its characteristics and its problems. Also, there is a revelation of some defects in previous research work.Section I is " the Definition and the Structure of the Aims". The author introduces and analyses various definition of continuing education at home and abroad and brings out a redefinition. A historical clue is found for the changes of names of teachers’ continuing education, and their inter-links. As a referential system, the structure of aims and developmental characteristics of worldwide teachers’ continuing education areintroduced.In section II, "Historical Development of American Teachers’ Continuing Education", historical development of American teachers’ continuing education is carded. The author summarizes and analyses its characteristics and its developmental causes in three historical stages, including its rising in 1850s, its growth during the period from 1850s to World War II and its further development from World War II to the present.In section III, "Present Operation State and Operation Forms of American Teachers’ Continuing Education", the author presents the administrative management, professional management and staff management in American teachers’ continuing education, as well as some evidences and evaluation on in-service education for Selective Teachers’ Certificate, School-centered Teachers’ Training, Educational Master Project, and Teachers’ Training in Professional Practice Schools.Section IV is "Developmental Intendancy of American Teachers’ Continuing Education". Through understanding teachers’ continuing education in U.S.A and that in the world, the author predicts that American teachers’ continuing education will be more complex, that training courses will be more various and systematical, that training form will be in closer combination with teaching practice, and that training organization will turn out to be universalized and multiplied.Section V is "Characteristics in the Practice of American Teachers’ Continuing Education". By exploring the history and present state of American teachers’ continuing education, the author sums it up to seven developmental characteristics, namely, supports from different aspects of society, grantee from the policies and laws, training object turning from utilization to a concept of integrated development of qualities, various forms, content that has definite objects, feasibility and far-sight, strict norms of employment, layer-built financial insurance system.Section VI is "Reference and Inspiration". The author reflects on the advantages and disadvantages of American teachers’ continuing education. In connection with the present state of teachers’ continuing education in China, that更多还原