教育科学 ›› 2022, Vol. 38 ›› Issue (3): 23-29.

• 教师教育研究 • 上一篇    下一篇

论卓越教师校地合作培养模式的实践与反思*

刘义兵1, 屠明将2, 姜丽娟1   

  1. 1.西南大学 教育学部,重庆 400715
    2.重庆师范大学 初等教育学院,重庆 400700
  • 出版日期:2022-05-20 发布日期:2022-06-23
  • 作者简介:刘义兵(1963- ),男,云南昆明人,西南大学教育学部教授,博士生导师,博士,主要从事成人教育、教师教育研究。|屠明将(1987- ),男,安徽六安人,重庆师范大学初等教育学院讲师,博士,主要从事成人教育、教师教育研究。|姜丽娟(1980- ),女,重庆人,西南大学教育学部博士生,主要从事教师教育、成人教育研究。
  • 基金资助:
    * 重庆市教育科学规划2018年度重大委托课题“重庆统筹城乡基础教育师资队伍一体化创新发展研究”(2018-ZD-02)

The Practice and Reflection of the School and Local Government Cooperation Training Model for Outstanding Teachers

Liu Yibing1, Tu Mingjiang2, Jiang Lijuan1   

  1. 1. Faculty of Education,Southwest University,Chongqing 400715,China
    2. School of Primary Education,Chongqing Normal University,Chongqing 400715,China
  • Online:2022-05-20 Published:2022-06-23

摘要:

新时代基础教育实现优质、均衡与特色的高质量发展,需要大批卓越教师的实践引领。培养卓越教师需要科学的顶层设计与多系统要素的协同合力。本研究以探讨“卓越教师培养计划”的基本逻辑为切入点,考察当前卓越教师校地合作培养模式现状,提出了通过促进职前培养与职后培训有机衔接来形成全方位的协同育人机制,体现出教师教育一体化的理论追求和制度设计逻辑,通过培养目标专业化、培养过程一体化、培养内容实践化的转变,旨在消解长期以来困扰我国教师教育发展的“方式封闭单一、机构各自为政”等突出问题。基于校地协同机制构建、理实一体化课程资源建设、校地多导师制、外部条件保障等方面的实践探索经验,提出从顶层设计、协同机制、治理模式、保障体系等角度持续推进卓越教师校地合作培养模式的“迭代升级”。

关键词: 卓越教师, 校地合作, 协同育人, 协同机制, 职前培养共同体

Abstract:

The realization of high-quality, balanced, and characteristic high-quality development of basic education in the new era requires the practical guidance of a large number of outstanding teachers. Cultivating outstanding teachers requires the synergy of scientific top-level design and multi-system elements. This study takes the basic logic of the “Excellent Teacher Training Program” as the starting point, examines the current status of the current school-local cooperative training model for excellent teachers, and proposes to form an all-round collaborative education by promoting the organic connection between pre-service training and post-service training. The mechanism reflects the theoretical pursuit and system design logic of the integration of teacher education. And it is believed that through the specialization of training objectives, the integration of the training process, and the transformation of training content into practice, the prominent problems such as “closed and single methods and independent institutions” that have plagued the development of teacher education in my country for a long time can be eliminated. In addition, based on the practical exploration experience in the construction of the school-local coordination mechanism, the construction of curriculum resources integrating theory and practice, the school-local multi-tutor system, and the guarantee of external conditions, this paper discusses the top-level design, collaboration mechanism, governance model, and guarantee system from the perspectives of It has continued to promote the “iterative upgrade” of the school-local cooperative training model for outstanding teachers.

Key words: outstanding teachers, schools and the local government cooperation, collaborative education, collaborative mechanism, pre-service teacher training community

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