教育科学 ›› 2026, Vol. 42 ›› Issue (3): 53-59.

• 教师教育研究 • 上一篇    下一篇

基于指数分析的我国教师教育现代化现实样态与发展建议*

王光明1,2, 陈蓉1, 祁盛苗3,4   

  1. 1 天津师范大学 教育学部, 天津 300387
    2 天津市教育科学研究院, 天津 300191
    3 福建师范大学 教育学院, 福建 福州 350007
    4 湖南交通职业技术学院, 湖南长沙 410132
  • 出版日期:2026-05-15 发布日期:2026-06-26
  • 作者简介:王光明(1969- ),男,天津人,天津师范大学教育学部博士生导师,天津市教育科学研究院副院长、教授,主要从事课程与教学论、教师教育研究;
    陈蓉(1999- ),女,福建泉州人,天津师范大学教育学部博士生,主要从事课程与教学论研究;
    祁盛苗(1997- ),女,湖南常德人,福建师范大学教育学院博士生,湖南交通职业技术学院教师,主要从事教师教育研究。
  • 基金资助:
    *国家社会科学基金教育学一般项目“中国式教师教育现代化研究”(BGA230255)

The Current State and Development Recommendations for the Modernization of Teacher Education in China: An Index-Based Analysis

Wang Guangming1,2, Chen Rong1, Qi Shengmiao3,4   

  1. 1 Faculty of Education, Tianjin Normal University, Tianjin 300387, China
    2 Tianjin Academy of Educational Science, Tianjin 300191, China
    3 Fujian Normal University, Fuzhou Fujian 350007, China
    4 Hunan Communication Engineering Polytechnic, Changsha Hunan 410132, China
  • Online:2026-05-15 Published:2026-06-26

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摘要：

基于CIPP框架构建教师教育现代化指标体系,本研究采用极值法与逐级等权法测算2012年和2024年G20国家教师教育现代化指数。研究发现,我国教师教育现代化综合指数位次从2012年的第36名提升至2024年的第28名,指数提升幅度位居国际第一梯队。其中,背景指数虽小幅提升,但人力资本质量提升与区域均衡发展尚显不足;投入指数实现跨越式增长,知识创新投入表现突出,但经费投入仍显不足;过程指数虽呈增长态势,但排名有所下滑,表明教师有效专业发展仍面临瓶颈;产出指数显著提升,但教师数量仍存在结构性短缺问题。基于以上研究结果,本研究建议完善教师资格认证与均衡配置区域资源;强化教育经费立法监管与拓宽多元投入渠道;聚焦专业发展实效提升与数字化赋能;优化教师队伍结构并强化教师保障扶持,以全面提升中国教师教育现代化水平。

关键词: 中国教师教育现代化, 指数分析, CIPP框架

Abstract:

Based on the CIPP framework, this study constructs an indicator system for the modernization of teacher education and calculates the teacher education modernization index of G20 countries in 2012 and 2024 using the extremum method and stepwise equal-weighting method. The findings show that China’s overall ranking in the modernization of teacher education rose from 36th in 2012 to 28th in 2024, with its index improvement ranking among the top tier globally. The context index increased slightly, though human capital quality and regional balance remained weak. The input index grew rapidly, especially in knowledge innovation investment, while financial investment was still insufficient. The process index improved but declined in ranking, revealing bottlenecks in effective teacher professional development. The output index rose significantly, yet structural teacher shortages persisted. Accordingly, this study suggests improving teacher qualification certification and regional resource allocation, strengthening education funding governance and diversified investment, enhancing professional development through digital empowerment, and optimizing the teaching workforce with stronger support mechanisms, so as to advance the modernization of teacher education in China.

Key words: modernization of teacher education in China, index analysis, the CIPP framework

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