The Study Of Science Teacher Professional Standards At The National Level In America

America is always attaching much important to science education, which is closely related with its citizens' science literacy, the cultivation of scientists and the national competitive power. This leads to the popularity of and attention to American science teacher professional standards especially at the national level. As the federal system, different states in America has different science education policy and of course science teacher professional standards. However, a lot of outstanding relevant academic institutions, facing the whole country, have developed some effective standards. These are suitable for the situation of America and are given a kind of practical value, which produces positive influence on the quality of science teacher and science education. This paper intends to get further learning and understanding of the national science teacher professional standards through the systematic analysis of them.This paper includes five parts: introduction, American science education and teacher professional standards, an overview of American science teacher professional standards at the national level, national science teacher professional standards at different professional development stages and conclusion.Introduction states the background, significance and methods of this paper and the status quo of its relevant research. In the second chapter, some important concepts are defined and the present situation of American science education is introduced. Meanwhile, science teacher standards are regarded as an effective way to improve the quality of science education. The third chapter gives a general overview of the American science teacher professional standards at the national level from three parts: its conceptual basis (nature of science, science inquiry, lifelong learning), brief portray of the national science teacher standard system (highlight "National Science Education Standards"), the significance of these standards combined with American conditions and practice. In the fourth chapter, the three parts of this standard system ("Standards for Science Teacher Preparation by NSTA", "Model Standards in Science for Beginning Teacher Licensing and Development" by INTASC, "NBPTS Science Standards" by NBPTS) are introduced and compared. The fifth chapter do a conclusion on the common places of the three national science teacher standards, which is worthy of our learning.