改进中国和东亚地区的教师发展和教育质量政策.PDFVIP

改进中国和东亚地区的教师发展和教育质量 政策概要 Improving Teacher Development and Educational Quality in China and East Asia Policy Brief 背景介绍 Introduction 在包括英美等国在内的广泛国际环境下所展开的调查研究表明，专业学习共同体 （英文原文 “professional learning communities ”, 可简称为“PLCs”）对于提升专业实践能力发挥了重要的价值 和作用(Stoll Louis, 2007)。越来越多的证据体现了学校作为专业学习共同体所产生的积极效用 (Lomos et al, 2012; Thomas 2010)。因此，丝毫不令人惊讶的是，在国际上尤其是在中国和其他东 亚地区，对这一概念的研究趋势愈发凸显 (Hannum et al, 2007; Sargent Hannum, 2009; Wong 2010a; 2010b)。自引入市场经济体制以来，中国中央政府将实现经济增长与应对全球化之挑战所 需的教育改革相结合。这其中涉及到越来越多一系列的课程与评价改革。中国的十年计划 《国家 教育改革发展规划纲要》 （CMOE ，2010 ）特别强调了提高教学质量、方法和途径的必要性。此 外，在其他东亚国家，类似的挑战也存在，且改革也正在进行。 Research studies in a range of international contexts such as USA and UK have emphasised the value and role of professional learning communities (PLCs) to enhance professional practice (Stoll Louis, 2007). There is also growing evidence of the positive outcomes of schools operating as professional learning communities (Lomos et al, 2012; Thomas 2010), and so it is not surprising to find increasing interest in exploring the concept internationally, and specifically in China and East Asia (Hannum et al, 2007; Sargent Hannum, 2009; Wong 2010a; 2010b). Since the introduction of a market-based economic system, the central government in China has linked achieving economic growth and a need for educational reform designed to meet the challenges of globalization. This has involved an accelerating series of reforms of curriculum and assessment. The Chinese ten-year plan National Plan for Education Reform and Development (CMOE, 2010) highlighted in particular the need to improve teaching quality, methods and approaches. Moreover, similar challenges exist and reforms are underway in other East Asian countries. 然而