The Comparative Research On Standards Of Effective Teaching And Its Enligntenment

The pursuit of quality education is the common will of most countries. The quality of teaching which need the effective teaching in classroom is the core of quality education. Exploration of the teaching efficiency which started from primitive tribe in China has a long history. Confucian ideology about teach students according to their aptitude and western-style schools both reflect Chinese'pursuit for the teaching efficiency. As the concrete manifestation of the theory of effective teaching, the standard of effective teaching is the necessary conditions for the effectiveness of teaching.Establishing standards of teacher's effective teaching did make sense. For example:it could help to solve the current problem about education balance; it can help the new teachers to develop their profession; it could also help to improve the quality of basic education; and finally, it could clear our understanding about effective teaching.Up to now, studies about effective teaching theory has been fruitful, but most of which were lack of empirical research. And the study about standards of effective teaching was also in its infancy. Some scholars have tried to establish a standard framework for effective teaching in the academic level. But the current standards of effective teaching have showed some problems. For example:lack of theoretical foundation; not concerned; shortage of empirical research; too much imitation; far away from the educational objectives; lack of promotion and application plan. These problems led to a slow progress in establishing our effective teaching standards.The foreign theoretical system of effective teaching has developed on the experimental research. The worldwide survey about effective teaching by OECD and its five factors on the effective teaching have a deep impact to the world. Here I will introduce and compare six representative and typical standards in the world, which are CREDE's "standards for effective teaching practice", Danielson's "Components of Professional Practice", INTASC standard, "A National Framework For Professional Standards For Teaching "in Australia and "teacher performance management" in United Kingdom. And the following experience is very helpful:First, the dimensions and goals of the standards should consider the actual needs and market demand; Second, standards need to rely on the system theory of effective teaching and experiment on elements and factors of effective teaching; Forth, the content of standards should think about the old standards. Finally, government will guarantee the application of standards which would help to improve teacher training and evaluation.According to the overseas experience in establishing and application the standards of effective teaching and problems in our country, I think the following aspects should be done to promote the building of our standards of effective teaching:First, we should have a system plan for standards building; Second, we should identify the market of standards of effective teaching; Third, the integrated groups which study effective teaching and standards of effective teaching should be building; Forth, the theoretical system of effective teaching should based on experimental exploration of; Fifth, the pursuit of standards should linked to our educational goals and training needs of teachers; Sixth, the standards of effective teaching should continual to improve itself; Finally, we should have a system plan about application of standards.