美国教师专业发展学校（PDS）研究

【作者】 田宝军；

【导师】 薛彦华；

【作者基本信息】 河北师范大学 ， 教育学原理， 2004， 硕士

【摘要】 美国高质量教育委员会于1983年4月发表了《国家在危险中：教育改革势在必行》的重要报告，掀起了以“重建学习体系”和“全面提高教育质量”为核心的新一轮教育改革浪潮。1986年，卡内基教育与经济论坛和霍姆斯小组先后发表了题为《准备就绪的国家：21世纪的教师》和《明日教师》的报告，现代意义上的教师专业化运动由之兴起。教师专业发展学校(PDS)就是在这一背景下出现的大学与中小学合作办学的一种模式。PDS是由大学教育学院与一所或多所中小学合作，融教师职前培养、在职培训和学校改革为一体的学校形式，它经过了重新设计和调整，具有多重功能的合作伙伴关系，并提出了一系列教师教育改革的新思想，受到了美国教育界的广泛关注，正逐渐成为美国教师教育改革的一大趋势。本文全面介绍了PDS的产生、发展、实践模式、办学标准和办学效果，进行了理论上的分析与探讨，进而提出了借鉴PDS办学经验，改革我国教师教育模式的建议。更多还原

【Abstract】 After the publish of the report, A Nation at Risk: The Imperative for Educational Reform, by The National Commission on Excellence in Education in April, 1983, a new educational reform wave around construction of learning system and improving on education quality all-sided surged in the United States. In 1986, as the Carnegie Forum on Education and the Economy publishing their report, A Nation Prepared: Teachers for the 21st Century, and the Holmes Group publishing their report, Tomorrow’s Teachers, the movement of modern teacher professionalization took place. On this ground, Professional Development school(PDS), a partnership model between colleges or universities and elementary, middle and high schools, was born. As a redesigned and readjusted partnership, PDS has multi-function including cultivating teacher candidates and new teacher, training inservice teacher, and schools reform and brought forward a series of new thoughts for teacher education reform. PDS has received extensive attention in the educational realm and become a national trend in teacher education. This thesis has analyzed and introduced the origin, development, standard and effect of PDS, discussed its theories, and provided some suggestion in teacher education reform for our nation.更多还原