美國能力本位師範教育之評析

A Critical Analysis of Competency Based Teacher Education in the United States

教育可能為社會變遷的動因,教育制度的調適也常為社會變遷的結果。(註一)一方面教育制度是社會制度的一種,自須反映社會實況,適應社會的實際需要;另一方面,物質環境與社會環境的改善,使教育制度可以利很多新技術和新工具。(註二)二十世紀是一個急速變遷的時代,教育制度是否能與其他社會制度調適,在整個社會結構中充分發揮其功能,成為一個極為重要的問題。一般而言,教育制度常因適應太慢而無法與其他社會制度並駕齊驅,結果產生落後的現象。豪斯曼(R.B.Howsman)及休斯頓(W.R. Houston)在「能力本位師範教」一書中即明白指出:「教育目標若與工商業、軍事及醫學等方面的目標相較,均較不明確,因此教育變遷不僅比這幾方面的變遷為不明顯,且其速率亦遲緩,結東在社會進步的過程中,教育的行動總難免要發生落後及失調的現象。」(註三)。

The purposes of this study are to analyze the theories and practices of CompetencyBased Teacher Education in the United States of America and to explore its practicability in the Republic of China.
The research finding is that CompetencyBased Teacher Education is not practicable in this country because of the following reasons:
1. There are basic faults and limitations in theories and practices of CompetencyBased Teacher Education. For example, evaluation of educational outcomes on the basis of overt behaviors of students has resulted in the ignorance of the basic educational aims. Owing to the advocacy of the principles and requirements of democracy and accountability, its operations and measures have influenced on the maintenance of educational professionalism.
2. CompetencyBased Teacher Education is a new teacher education program required for a multiethnical and culturallydiverse society. Because our society is not one as such, there is no necessity for the implementation of CompetencyBased Teacher Education.
3. In words of the values of our society, the schooling is to cultivate and develop the healthy personality of students instead of the skills of behavioral performances of them. The pursuit of immediate educational performances of them. The pursuit of immediate educational accomplishment is not necessary.
4. The implementation of CompetencyBased Teacher Education has to increase personnel and expenditure enormously. This country cannot yet afford to implement it.