提高學(xué)生成績(jī)的新教學(xué)理念（美國(guó)教師標(biāo)準(zhǔn)）

美國(guó)州際教師評(píng)估和支持協(xié)議（INTASC）創(chuàng)建于1987年，該協(xié)議制定了適合所有學(xué)科領(lǐng)域教師職業(yè)的十個(gè)標(biāo)準(zhǔn)，之后又經(jīng)過(guò)各個(gè)學(xué)科領(lǐng)域人員的努力，把教師職業(yè)的標(biāo)準(zhǔn)具體細(xì)化到了學(xué)科范疇，這對(duì)促進(jìn)美國(guó)教師的職業(yè)化發(fā)展起到了引領(lǐng)的作用。隨著時(shí)代發(fā)展的需要，INTASC模型核心教學(xué)標(biāo)準(zhǔn)于2011年做了修訂，并于2013年做了更新。INTASC模型核心教學(xué)標(biāo)準(zhǔn)的更新是基于提高學(xué)生成就的新教學(xué)理念，包括了以下五個(gè)要點(diǎn)：

l  Personalized Learning for Diverse Learners

不同學(xué)習(xí)者的個(gè)性化學(xué)習(xí)

l  A Stronger Focus on Application of Knowledge and Skills

更注重知識(shí)和技能的應(yīng)用

l  Improved Assessment Literacy

改善評(píng)估文化

l  A Collaborative Professional Culture

協(xié)作的專業(yè)文化

l  New Leadership Roles for Teachers and Administrators

教師和管理者的新領(lǐng)導(dǎo)作用

為了避免理解的偏差，以下內(nèi)容保留了英文原稿的內(nèi)容，供教育同仁及相關(guān)人員參考。不妥之處，歡迎批評(píng)指正。

張鐵光教授、劍橋大學(xué)博士

上海金蘋果學(xué)校國(guó)際部名譽(yù)校長(zhǎng)

劍橋國(guó)際課程發(fā)展中心主席

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

這些標(biāo)準(zhǔn)描述了什么是提高學(xué)生學(xué)習(xí)成績(jī)的有效教學(xué)。

A New Vision of Teaching for Improved Student Achievement

提高學(xué)生成績(jī)的新教學(xué)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.

核心教學(xué)標(biāo)準(zhǔn)的更新不僅來(lái)自于對(duì)學(xué)習(xí)者和學(xué)習(xí)的新認(rèn)識(shí)的推動(dòng)，也是每個(gè)學(xué)生能夠而且必須達(dá)到高學(xué)術(shù)水平勢(shì)在必行的要求。教育工作者現(xiàn)在正被要求對(duì)提高學(xué)生學(xué)習(xí)成績(jī)擔(dān)負(fù)起新的職責(zé)。這些核心教學(xué)標(biāo)準(zhǔn)擁抱這個(gè)新重點(diǎn)，描述了什么是提高學(xué)生成績(jī)的有效教學(xué)方法。他們基于我們對(duì)當(dāng)前教學(xué)實(shí)踐研究的最佳理解，知道學(xué)生如何學(xué)習(xí)和比以往任何時(shí)候都要快地讓他們參與學(xué)習(xí)的策略。維持這些現(xiàn)有的教學(xué)實(shí)踐需要更多的研究。這些教學(xué)標(biāo)準(zhǔn)促進(jìn)了一種新的教育模式，并呼吁為教育系統(tǒng)中專業(yè)人員提供新的支持基礎(chǔ)。下面是貫穿教學(xué)標(biāo)準(zhǔn)更新的關(guān)鍵主題，以及它們將如何推動(dòng)改進(jìn)學(xué)生的學(xué)習(xí)。

Personalized Learning for Diverse Learners

不同學(xué)習(xí)者的個(gè)性化學(xué)習(xí)

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.

學(xué)習(xí)者多樣性的激增，意味著教師需要為具有一系列個(gè)體差異的學(xué)習(xí)者提供定制學(xué)習(xí)的知識(shí)和技能。這些差異包括殘疾學(xué)生和成績(jī)優(yōu)異需要有加速機(jī)會(huì)的學(xué)生。差異還包括文化和語(yǔ)言的多樣性，以及英語(yǔ)作為新語(yǔ)言學(xué)生的特殊需求。教師需要認(rèn)識(shí)到，所有的學(xué)習(xí)者都給他們的學(xué)習(xí)帶來(lái)了不同的經(jīng)驗(yàn)、能力、天賦和之前的學(xué)習(xí)，以及語(yǔ)言、文化、家庭和社區(qū)價(jià)值，這些價(jià)值可以用來(lái)促進(jìn)他們的學(xué)習(xí)。為了有效地做到這一點(diǎn)，教師必須更深入地了解他們自己的參考系統(tǒng)（文化、性別、語(yǔ)言、能力、認(rèn)識(shí)的方式），這些框架中潛在的偏見，以及它們對(duì)學(xué)習(xí)者及其家庭的期望和關(guān)系的影響。

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，教師需要為每個(gè)學(xué)生提供多種學(xué)習(xí)方法。技術(shù)力量的一個(gè)方面是使學(xué)習(xí)者變得更獨(dú)立，更有合作精神。核心教學(xué)標(biāo)準(zhǔn)讓學(xué)習(xí)者在決定學(xué)習(xí)內(nèi)容、學(xué)習(xí)方式以及如何展示自己的學(xué)習(xí)方面發(fā)揮更積極的作用。他們也鼓勵(lì)學(xué)習(xí)者與同伴互動(dòng)來(lái)完成他們的學(xué)習(xí)目標(biāo)。在這些方面，這些標(biāo)準(zhǔn)體現(xiàn)了一種教學(xué)愿景，即在確保每一個(gè)學(xué)習(xí)者達(dá)到高水平的同時(shí)，將每個(gè)學(xué)習(xí)者的經(jīng)驗(yàn)個(gè)性化。

A Stronger Focus on Application of Knowledge and Skills

更注重知識(shí)和技能的應(yīng)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.

今天的學(xué)習(xí)者需要導(dǎo)航世界的屬性和性格所必要學(xué)術(shù)知識(shí)和全球性技能，如解決問(wèn)題、好奇心、創(chuàng)造力、創(chuàng)新、溝通、人際交往能力、跨學(xué)科的綜合能力、全球意識(shí)、道德和技術(shù)專長(zhǎng)。CCSSO和國(guó)家州長(zhǎng)協(xié)會(huì)（NGA）已經(jīng)領(lǐng)導(dǎo)了關(guān)于明確學(xué)習(xí)者需要了解和能夠做到的工作。英語(yǔ)語(yǔ)言藝術(shù)和數(shù)學(xué)共同核心國(guó)家標(biāo)準(zhǔn)以國(guó)際標(biāo)準(zhǔn)為基準(zhǔn)，包括嚴(yán)謹(jǐn)?shù)膬?nèi)容和憑借高階技能的知識(shí)的應(yīng)用。隨著各州實(shí)施這些標(biāo)準(zhǔn)，全國(guó)的教育工作者將重新審視學(xué)生應(yīng)該了解的知識(shí)，并能在他們的PK - 12教育經(jīng)歷中有所作為。

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.

核心教學(xué)標(biāo)準(zhǔn)描述了教師在今天的學(xué)習(xí)環(huán)境中應(yīng)該了解和能夠做到的，以確保學(xué)生達(dá)到這些學(xué)習(xí)目標(biāo)。例如，跨學(xué)科的技能（例如，交流、協(xié)作、批判性思維和技術(shù)的使用）都要貫穿教學(xué)的標(biāo)準(zhǔn)，由于它們對(duì)學(xué)習(xí)者的重要性。此外，核心教學(xué)標(biāo)準(zhǔn)強(qiáng)調(diào)教師在整個(gè)課程中建立讀寫能力和思維能力，以及幫助學(xué)習(xí)者以多視角的方式探索和解決問(wèn)題。核心教學(xué)標(biāo)準(zhǔn)也涉及跨學(xué)科的主題（例如，財(cái)務(wù)知識(shí)、公民素養(yǎng)）以及教師設(shè)計(jì)借鑒多個(gè)學(xué)科的學(xué)習(xí)經(jīng)驗(yàn)的能力。

Improved Assessment Literacy

改善評(píng)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.

現(xiàn)行的教育制度很大程度上把評(píng)估作為與教學(xué)分離的功能。然而，老師們被期望使用數(shù)據(jù)來(lái)提高教學(xué)和學(xué)習(xí)成績(jī)。核心教學(xué)標(biāo)準(zhǔn)承認(rèn)這一點(diǎn)，為了滿足這種期望，教師需要更多的知識(shí)和技能，在如何開發(fā)一系列評(píng)估方面，在如何平衡適當(dāng)形成性和終結(jié)性評(píng)估的使用方面，以及在如何使用評(píng)估數(shù)據(jù)了解每個(gè)學(xué)生進(jìn)展的方面，并根據(jù)需要調(diào)整教學(xué)計(jì)劃，為學(xué)習(xí)者提供反饋，按照標(biāo)準(zhǔn)做出學(xué)習(xí)者進(jìn)展的文件。此外，教師需要知道如何根據(jù)不同的評(píng)估，包括一年一次的國(guó)家測(cè)試、每年幾次的地區(qū)基準(zhǔn)測(cè)試，以及在課堂上進(jìn)行的形成和總結(jié)評(píng)估來(lái)作出決定。他們應(yīng)該能夠獨(dú)立地做出這些決定，并通過(guò)持續(xù)學(xué)習(xí)和反思的過(guò)程與同事進(jìn)行合作。

A Collaborative Professional Culture

協(xié)作的專業(yè)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.

我們當(dāng)前的教育體系傾向于孤立教師，把教學(xué)當(dāng)作一種個(gè)人行為。這與我們今天所知的有效教學(xué)是背道而馳的。正如學(xué)習(xí)者之間的協(xié)作提高了學(xué)生的學(xué)習(xí)能力一樣，我們也知道教師之間的協(xié)作可以提高學(xué)生的學(xué)習(xí)能力。當(dāng)教師集體參與參與式?jīng)Q策、設(shè)計(jì)課程、使用數(shù)據(jù)和檢查學(xué)生工作時(shí)，他們能夠?yàn)樗袑W(xué)生提供嚴(yán)格的相關(guān)教學(xué)指導(dǎo)，并為學(xué)生個(gè)體提供個(gè)性化的學(xué)習(xí)。核心教學(xué)標(biāo)準(zhǔn)要求教師開放他們的實(shí)踐，來(lái)觀察和審查（透明度），并參與正在進(jìn)行的嵌入式專業(yè)學(xué)習(xí)，教師參與提高實(shí)踐的集體探究。這包括團(tuán)隊(duì)成員積極參與決策過(guò)程，包括建立共同的愿景和支持的文化，確定共同的目標(biāo)，并監(jiān)督實(shí)現(xiàn)這些目標(biāo)的進(jìn)展。它還包括在實(shí)踐中給予和接受反饋，檢查學(xué)生的工作，分析來(lái)自多個(gè)來(lái)源的數(shù)據(jù)，并對(duì)每個(gè)學(xué)生的學(xué)習(xí)負(fù)責(zé)。

New Leadership Roles for Teachers and Administrators

教師和管理者的新領(lǐng)導(dǎo)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.

這些核心教學(xué)標(biāo)準(zhǔn)對(duì)教師提出了新的更高期望，包括教師領(lǐng)導(dǎo)的角色?？缭綐?biāo)準(zhǔn)的整合是教師對(duì)所有學(xué)生學(xué)習(xí)的責(zé)任，他們期望自己能從自己的職業(yè)生涯開始，并以倡導(dǎo)每一個(gè)學(xué)生的需要來(lái)領(lǐng)導(dǎo)自己。該標(biāo)準(zhǔn)還闡明了教師的義務(wù)，積極調(diào)查和考慮新的想法，將提高教學(xué)和學(xué)習(xí)以推進(jìn)專業(yè)。領(lǐng)導(dǎo)責(zé)任也意味著教師參與的新的合作文化。教師將與同事、行政人員和學(xué)校領(lǐng)導(dǎo)共同努力，共同提高學(xué)生的學(xué)習(xí)水平和教師的工作條件。這包括在學(xué)?；?qū)W習(xí)環(huán)境中積極參與和努力建立一個(gè)共同的愿景和支持文化，為滿足共同的目標(biāo)，與家庭和涉及到的社會(huì)建立相互期望和持續(xù)的溝通。