G-U-S教师教育协同创新模式实践探索——以山东省教师教育改革为例  

A Practical Exploration on G-U-S Mode of Collaborative Innovation in Teacher Education——Case Study of Teacher Education Reform in Shandong Province

作　　者：李中国[1,2] 辛丽春[3] 赵家春[3,4] 

机构地区：[1]临沂大学教师教育学院 [2]中国教育政策研究院 [3]临沂大学 [4]武汉大学

出　　处：《教育研究》2013年第12期144-148,159,共6页Educational Research

摘　　要：山东省作为"十二五"期间全国首批教师教育体制改革的试点省份,针对教师教育领域存在的突出问题,创新并实践了以省级政府(G)统筹为主导,以高校(U)与地方政府(市、县两级政府)所属中小学校(S)联盟为主线的G-U-S教师教育模式,重点解决了教师教育体系重建,师范生生源质量不高,教师培训绩效不显明,教师教育课程设置滞后,教师教育者专业发展平台缺失等问题。Shandong is one of the first provincial samples of reform experiment in teacher education during the twelfth five-year period in China. In response to the protruding problems existing in the field of teacher education, Shandong Province has created the G-U-S mode of teacher education and put it into practice with the provincial government （G） taking the main responsibility and with a masterstroke of the alliance between universities （U） and primary and secondary schools （S） for local government （city and county governments）. The G-U-S mode mainly focuses on solving the problems of reconstruction of teacher education system, the low quality of the sources of normal students, the unnoticeable effect of teacher training performance, the lag of teacher education curriculum, as well as the lack of professional development platform of teacher educators, etc.

关 键 词：G—U—S 教师教育 培养模式 

分 类 号：G451[文化科学—教育学]