内容简介
这是一本经典的教育学导论教材，其内容包括对教育职业的概述，针对学生多样性和特殊性的教育，教学过程与评估，教育的哲学观、社会观、历史观以及法律和技术问题等。全书贯穿了各类案例、实习准备、校外考察以及网上拓展，非常利于学习和掌握。
本书作者
大卫·G·阿姆斯特朗(1940-2003)，美国著名教育学家，先后于斯坦福大学、蒙大拿大学、华盛顿大学获政治科学、教育学的本科、硕士和博士学位，1997-2001年任职于北卡罗来纳大学教育学院并使该院的教育学研究水平居于全美领先地位。其最近代表作有Teaching in the Secondary School；An Introduction (5th ed.with Tom Savage)，Curriculum Today；Effective Tcaching in Elementary Social Studies (5th ed.with Tom Savage)。
推荐理由
美国最畅销的教育学导论性教材之一
内容平实、生动、丰富
案例、实习准备与网上拓展穿插结合
展示了教育学发展的前沿领域
目录
第一部分 教育职业.
第1章 变革时代的教育概述
概述
基本原理是什么?
教学的复杂性
应对特别的变化
第2章 如何成为专业的教育者
准备过程
专业发展阶段
两个大型教师组织
职业道德
教学档案袋：绩效证明
教育者的角色
一个专业的教育者
第3章 学校改革面临的挑战
变革：教育者的永恒伴侣
系统改革
学校抉择
全面的学校改革
2001年《不让一个孩子掉队法案》
校企合作计划
提供全面服务的学校
改革环境中的教学
第二部分 与学生合作
第4章 当今学生素描
对年轻人刮目相看
当今学生的显著特点
学生发展的类型
发展效能感
第5章 差异性对教学的影响
多样性的益处
多元文化教育
性别问题
教师的目标以及给教师的一般性建议
学校的特殊学生
天才学生
筛选问题
第6章 什么是教以及如何来教
概述
课程
教学
第7章 如何进行学习评估
理解评估的需要
评估的目的
关键术语..
评估与教学过程
评估的设计
测试的选项
第三部分 关注教育政策与实践的定型因素
第8章 历史的影响
概述
历史观
欧洲教育遗产
美国教育的发展
第9章 学校在社会中所扮演的角色
概述
教育与社会的压力
社会模式分析
针对教育问题的社会学观点
学校失败了吗?
第10章 哲学观对教育的影响
哲学观的重要性
哲学观
哲学理念在教育中的应用
构建个人教育哲学
第11章 技术对教育的影响
展望未来
技术与行为
当今技术：前景
当今技术：挑战
第12章 师生需知的法律问题
理解教育法制环境的必要性
学生的权利与责任
学生的基本权利是什么?
教师的权利和责任
第13章 教育由谁控制与负担
概述
教育控制的结构
负担教育
教育财政问题
术语表
人名索引
主题索引
序言
Welcome to the Eighth Edition！
Because education is one of the critical components in society, the quality of education isthe subject of much debate. This debate is often passionate and complex. Therefore, as weenter the 21st century, education is in an age of reform. Every aspect of education from thepreparation of teachers to the quality of preschool is the focus of reform. These reform pro-posals have the potential to dramatically change education as we know it. However,change can be positive or it can be negative. Therefore, education today poses many chal-lenges and opportunities. One thing is certain——the status quo is not agceptabie.
The responsibilities of those involved in education include evaluating proposalsfor change and making sure that the interests of students are upheld. The nation needsquality teachers who have a clear grasp of basic issues——-motivating us to write the eighthedition of Teaching Today.
We have had exciting and productive careers in education and we have foundteaching to be an exciting and rewarding profession. We hope to encourage the bestand the brightest of our nation to accept the challenge to be teachers. However, toenter the teaching field as a challenging responsible individual, pre-service teachersmust understand that there are thorns that go with the roses. There are challenges tobeing a teacher. Perhaps that is what makes the successes so sweet. Therefore, in TeachingToday we have tried to provide a strong dose of reality. We want individuals to realizethat there are many conflicting points of view. There is not a national consensus aboutthe goals of education or how they should be accomplished. Although we recognize thatthere might be some who find this conflict and the prospect of profound change discon-certing, we believe that many are invigorated by this prospect, and realize that they canplay an important role in shaping the lives of students and the future of society.
In preparing the eighth edition, we have emphasized topics that are relevant to theworld you will enter as an educator. In addition to basic information about these topics, wehave attempted to give alternative perspectives on these issues so that you can betteranalyze, reflect, and decide. You can go beyond the text to pursue these topics on theMyEducationLab site （www.myeducatinnlab.com） and at other locations on the WorldWide Web.
This text provides opportunities for you to reflect on i~ues and develop your personal per-spectives. We have also included opportunities for you to develop an Initial DevelopmentPortfolio that will help you record your growth toward becoming a professional educator.
先读为快
The functionalist perspective analyzes the role of the school system in maintaining an orderly and efficient society. Functionalists contend that if all institutions are funtioning well, then society works well （Curry, Jiobu, & Schwirian, 2005）.
Functionalism tends to accept the status quo and assumes that change is relativelyslow （Ballantine, 2001）. The functional analysis usually focuses on the dominant values insociery and emphasizes the benefits of a common language, common values, and thedevelopment of useful skills in order to assimilate diverse groups and mold them into afunctioning and cohesive society.
Social cohesion is a major concern of interest by those looking at education throughthe functionalist perspective. Social cohesion is a sense of communal belonging and car-hag that binds together members of a society. This is an especially important topic in theUnited States because of the diversity of the population. The United States has more than200 distinct ethnic and racial groups （Curry, Jiobu, & Schwirian, 2005）. The functional-ist perspective investigates how education is addressing these differences and whetherthese policies and programs are promoting social cohesion or social disintegration.
Talcott Parsons （1959）, a leading American functionalist, saw the school as the socialagency that had the basic responsibility for providing society with trained workers. Func-tionalists assume that all learners have the ability to profit from the school's academic pro-grams. They believe a role of the schools is to serve as a sorting mechanism that eventuallyleads to the highest ability students getting admitted to the best universities and acquiringthe most responsible jobs. This view is based on the assumption that economic rewards aredistributed on the basis of individual merit and that schools provide equal opportunitiesfor all （Dougherty & Hammack, 1990）.Functionalism TodayClearly, functionalism is a dominant perspective for viewing a
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