A Comparative Study On The Training Model Of Biology Teachers In Chinese And American High Schools

The development of education attracts the attention from all over the world all the time. Teachers’quality, as an important element of teaching, exerts an influence on education directly. Since 1960s, the movement of teachers’professionalization has developed vigorously around the world. As an highly developed country, USA leads the world in teachers’professionalization. China has a rather late start on teachers’ professionalization. It was not until 1980s that Chinese people paid attention to teachers’professionalization. In order to improve teachers’quality effectively, all levels and kinds of training programs are held all around China, promoting the teachers’professional development continuously.This thesis is aimed to promote a comparative study about the high school biology science teachers’in-service training models between China and America. According to the analysis of the existing research and the characteristics of the training organization form at home and abroad, high school teachers’in-service training models can be classified into three categories:centralized teachers’in-service training model; distributed teachers’in-service training model and the teachers’ in-service training model based on the network. After collecting the information relative to the in-service training program for biology science teachers in ordinary high school in Jiangsu Province and investigating the biological research staff in every city and the biology science teachers selected randomly from high schools in Jiangsu Province, the author summarizes and analyzes the characteristics of each model of the high school science teachers’in-service training in China and the existing problems. By analyzing the existing research materials and paying attention to the websites of American science teachers’in-service training, the author collects a lot of information about the biology teachers’in-service training in Georgia High School in USA. Moreover, the author summarizes and analyzes the characteristics of each model of the high school science teachers’in-service training in America and reaches some conclusions. On the basis of the above conclusions, the author conducts a comparative study about the three kinds of models from the aspects of the standard of the training, training concepts, content, methods, evaluation patterns and the follow-up tracking training. Then, the author reaches conclusions and puts forward some ideas for the teachers’in-service training in China.By conducting the comparative study about the high school teachers’in-service training model between China and America, the author draws the following conclusions:compared to teachers’in-service training in China, America has the advantages as follows:American training concept is in accordance with the development of modern education; American Teachers’in-service training system is more perfect than that of China; American Training focuses on professional knowledge at a large extent and research of the subject and is related to real life. There are a number of methods adopted in American teachers’in-service training programs. During the training, the organizers pay attention to the teacher’s practice experience and are good at resorting to outside force to promote teachers’professional development. American training evaluation focuses on the training results applied in the actual classroom and promotes teachers’professional development continuously. During the training process, there exists a long-term contact established between teachers and mentors, which provides a long-term followup cultivation to teachers. In terms of domestic teachers’in-service training, we should take into account the existing conditions and our own characteristics and refer to successful experience in other countries, paving the way for the domestic high school biology teachers’ professional development.