提高学生成绩的新教学理念（美国教师标准）

提高学生成绩的新教学理念（美国教师标准）

美国州际教师评估和支持协议（INTASC）创建于1987年，该协议制定了适合所有学科领域教师职业的十个标准，之后又经过各个学科领域人员的努力，把教师职业的标准具体细化到了学科范畴，这对促进美国教师的职业化发展起到了引领的作用。随着时代发展的需要，INTASC模型核心教学标准于2011年做了修订，并于2013年做了更新。INTASC模型核心教学标准的更新是基于提高学生成就的新教学理念，包括了以下五个要点：

l  Personalized Learning for Diverse Learners

不同学习者的个性化学习

l  A Stronger Focus on Application of Knowledge and Skills

更注重知识和技能的应用

l  Improved Assessment Literacy

改善评估文化

l  A Collaborative Professional Culture

协作的专业文化

l  New Leadership Roles for Teachers and Administrators

教师和管理者的新领导作用

为了避免理解的偏差，以下内容保留了英文原稿的内容，供教育同仁及相关人员参考。不妥之处，欢迎批评指正。

张铁光教授、剑桥大学博士

上海金苹果学校国际部名誉校长

剑桥国际课程发展中心主席

These standards … describe what effective teaching that leads to improved student achievement looks like.

这些标准描述了什么是提高学生学习成绩的有效教学。

A New Vision of Teaching for Improved Student Achievement

提高学生成绩的新教学理念

The updating of the core teaching standards was driven not only by new understandings of learners and learning but also by the new imperative that every student can and must achieve high academic standards. Educators are now being held to new levels of accountability for improved student outcomes. These core teaching standards embrace this new emphasis and describe what effective teaching that leads to improved student achievement looks like. They are based on our best understanding of current research on teaching practice with the acknowledgement that how students learn and strategies for engaging them in learning are evolving more quickly than ever. More research is needed to keep these instructional practices current. These teaching standards promote a new paradigm for delivering education and call for a new infrastructure of support for professionals in the education system. Below are the key themes that run through the updated teaching standards and how they will drive improved student learning.

核心教学标准的更新不仅来自于对学习者和学习的新认识的推动，也是每个学生能够而且必须达到高学术水平势在必行的要求。教育工作者现在正被要求对提高学生学习成绩担负起新的职责。这些核心教学标准拥抱这个新重点，描述了什么是提高学生成绩的有效教学方法。他们基于我们对当前教学实践研究的最佳理解，知道学生如何学习和比以往任何时候都要快地让他们参与学习的策略。维持这些现有的教学实践需要更多的研究。这些教学标准促进了一种新的教育模式，并呼吁为教育系统中专业人员提供新的支持基础。下面是贯穿教学标准更新的关键主题，以及它们将如何推动改进学生的学习。

Personalized Learning for Diverse Learners

不同学习者的个性化学习

The surge in learner diversity means teachers need knowledge and skills to customize learning for learners with a range of individual differences. These differences include students who have disabilities and students who perform above grade level and deserve opportunities to accelerate. Differences also include cultural and linguistic diversity and the specific needs of students for whom English is a new language. Teachers need to recognize that all learners bring to their learning varying experiences, abilities, talents, and prior learning, as well as language, culture, and family and community values that are assets that can be used to promote their learning. To do this effectively, teachers must have a deeper understanding of their own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families.

学习者多样性的激增，意味着教师需要为具有一系列个体差异的学习者提供定制学习的知识和技能。这些差异包括残疾学生和成绩优异需要有加速机会的学生。差异还包括文化和语言的多样性，以及英语作为新语言学生的特殊需求。教师需要认识到，所有的学习者都给他们的学习带来了不同的经验、能力、天赋和之前的学习，以及语言、文化、家庭和社区价值，这些价值可以用来促进他们的学习。为了有效地做到这一点，教师必须更深入地了解他们自己的参考系统（文化、性别、语言、能力、认识的方式），这些框架中潜在的偏见，以及它们对学习者及其家庭的期望和关系的影响。

Finally, teachers need to provide multiple approaches to learning for each student. One aspect of the power of technology is that it has made learners both more independent and more collaborative. The core teaching standards give learners a more active role in determining what they learn, how they learn it, and how they can demonstrate their learning. They also encourage learners to interact with peers to accomplish their learning goals. In these ways, the standards embody a vision of teaching that personalizes each learner’s experiences while ensuring that every learner achieves to high levels.

最后，教师需要为每个学生提供多种学习方法。技术力量的一个方面是使学习者变得更独立，更有合作精神。核心教学标准让学习者在决定学习内容、学习方式以及如何展示自己的学习方面发挥更积极的作用。他们也鼓励学习者与同伴互动来完成他们的学习目标。在这些方面，这些标准体现了一种教学愿景，即在确保每一个学习者达到高水平的同时，将每个学习者的经验个性化。

A Stronger Focus on Application of Knowledge and Skills

更注重知识和技能的应用

Today’s learners need both the academic and global skills and knowledge necessary to navigate the world—attributes and dispositions such as problem solving, curiosity, creativity, innovation, communication, interpersonal skills, the ability to synthesize across disciplines, global awareness, ethics, and technological expertise. CCSSO and the National Governors Association (NGA) have led the work on articulating what learners need to know and be able to do. The Common Core State Standards for English Language Arts and Mathematics, are benchmarked to international standards and include rigorous content and application of knowledge through high-order skills. As states implement these standards, educators throughout the nation will be reexamining what students should know and be able to do throughout their PK–12 education experience.

今天的学习者需要导航世界的属性和性格所必要学术知识和全球性技能，如解决问题、好奇心、创造力、创新、沟通、人际交往能力、跨学科的综合能力、全球意识、道德和技术专长。CCSSO和国家州长协会（NGA）已经领导了关于明确学习者需要了解和能够做到的工作。英语语言艺术和数学共同核心国家标准以国际标准为基准，包括严谨的内容和凭借高阶技能的知识的应用。随着各州实施这些标准，全国的教育工作者将重新审视学生应该了解的知识，并能在他们的PK - 12教育经历中有所作为。

The core teaching standards describe what teachers should know and be able to do in today’s learning context to ensure students reach these learning goals. For example, cross-disciplinary skills (e.g., communication, collaboration, critical thinking, and the use of technology) are woven throughout the teaching standards because of their importance for learners . Additionally, the core teaching standards stress that teachers build literacy and thinking skills across the curriculum, as well as help learners address multiple perspectives in exploring ideas and solving problems. The core teaching standards also address interdisciplinary themes (e.g., financial literacy, civic literacy) and the teacher’s ability to design learning experiences that draw upon multiple disciplines.

核心教学标准描述了教师在今天的学习环境中应该了解和能够做到的，以确保学生达到这些学习目标。例如，跨学科的技能（例如，交流、协作、批判性思维和技术的使用）都要贯穿教学的标准，由于它们对学习者的重要性。此外，核心教学标准强调教师在整个课程中建立读写能力和思维能力，以及帮助学习者以多视角的方式探索和解决问题。核心教学标准也涉及跨学科的主题（例如，财务知识、公民素养）以及教师设计借鉴多个学科的学习经验的能力。

Improved Assessment Literacy

改善评估文化

The current education system treats assessment as a function largely separated from teaching. Yet, teachers are expected to use data to improve instruction and support learner success. The core teaching standards recognize that, to meet this expectation, teachers need to have greater knowledge and skill around how to develop a range of assessments, how to balance use of formative and summative assessment as appropriate, and how to use assessment data to understand each learner’s progress, plan and adjust instruction as needed, provide feedback to learners, and document learner progress against standards. In addition, teachers need to know how to make decisions informed by data from a range of assessments, including once-a-year state testing, district benchmark tests several times a year, and ongoing formative and summative assessments at the classroom-level. They should be able to make these decisions both independently and in collaboration with colleagues through a process of ongoing learning and reflection.

现行的教育制度很大程度上把评估作为与教学分离的功能。然而，老师们被期望使用数据来提高教学和学习成绩。核心教学标准承认这一点，为了满足这种期望，教师需要更多的知识和技能，在如何开发一系列评估方面，在如何平衡适当形成性和终结性评估的使用方面，以及在如何使用评估数据了解每个学生进展的方面，并根据需要调整教学计划，为学习者提供反馈，按照标准做出学习者进展的文件。此外，教师需要知道如何根据不同的评估，包括一年一次的国家测试、每年几次的地区基准测试，以及在课堂上进行的形成和总结评估来作出决定。他们应该能够独立地做出这些决定，并通过持续学习和反思的过程与同事进行合作。

A Collaborative Professional Culture

协作的专业文化

Our current system of education tends to isolate teachers and treat teaching as a solo act. This is counter to what we know about effective teaching today. Just as collaboration among learners improves student learning, we know that collaboration among teachers improves practice. When teachers collectively engage in participatory decision-making, designing lessons, using data, and examining student work, they are able to deliver rigorous and relevant instruction for all students and personalize learning for individual students. The core teaching standards require teachers to open their practice to observation and scrutiny (transparency) and participate in ongoing, embedded professional learning where teachers engage in collective inquiry to improve practice. This includes participating actively as a team member in decision-making processes that include building a shared vision and supportive culture, identifying common goals, and monitoring progress toward those goals. It further includes giving and receiving feedback on practice, examining student work, analyzing data from multiple sources, and taking responsibility for each student’s learning.

我们当前的教育体系倾向于孤立教师，把教学当作一种个人行为。这与我们今天所知的有效教学是背道而驰的。正如学习者之间的协作提高了学生的学习能力一样，我们也知道教师之间的协作可以提高学生的学习能力。当教师集体参与参与式决策、设计课程、使用数据和检查学生工作时，他们能够为所有学生提供严格的相关教学指导，并为学生个体提供个性化的学习。核心教学标准要求教师开放他们的实践，来观察和审查（透明度），并参与正在进行的嵌入式专业学习，教师参与提高实践的集体探究。这包括团队成员积极参与决策过程，包括建立共同的愿景和支持的文化，确定共同的目标，并监督实现这些目标的进展。它还包括在实践中给予和接受反馈，检查学生的工作，分析来自多个来源的数据，并对每个学生的学习负责。

New Leadership Roles for Teachers and Administrators

教师和管理者的新领导作用

These core teaching standards set forth new and higher expectations for teachers, including their role as teacher leaders. Integrated across the standards is the teacher’s responsibility for the learning of all students, the expectation that they will see themselves as leaders from the beginning of their career and lead by advocating for each student’s needs. The standards also articulate the teacher’s obligation to actively investigate and consider new ideas that would improve teaching and learning and advance the profession. Leadership responsibilities are also implicit as teachers participate in the new collaborative culture. Teachers are expected to work with and share responsibility with colleagues, administrators, and school leaders as they work together to improve student learning and teacher working conditions. This includes actively engaging in efforts to build a shared vision and supportive culture within a school or learning environment, establish mutual expectations and ongoing communication with families, and involve the community in meeting common goals.

这些核心教学标准对教师提出了新的更高期望，包括教师领导的角色。跨越标准的整合是教师对所有学生学习的责任，他们期望自己能从自己的职业生涯开始，并以倡导每一个学生的需要来领导自己。该标准还阐明了教师的义务，积极调查和考虑新的想法，将提高教学和学习以推进专业。领导责任也意味着教师参与的新的合作文化。教师将与同事、行政人员和学校领导共同努力，共同提高学生的学习水平和教师的工作条件。这包括在学校或学习环境中积极参与和努力建立一个共同的愿景和支持文化，为满足共同的目标，与家庭和涉及到的社会建立相互期望和持续的沟通。