协同创新30年:粤港澳教师教育合作的回顾与前瞻  

30 Years of Collaborative Innovation:Retrospect and Prospect of Teacher Education Cooperation among Guangdong.Hong Kong and Macao

作　　者：马早明[1] 

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《华南师范大学学报（社会科学版）》2014年第6期62-67,162,共6页Journal of South China Normal University：Social Science Edition

基　　金：教育部人文社会科学研究规划基金项目"港澳台职业技术院校通识教育模式比较研究"(11YJA880072);全国教育科学"十二五"规划2011年度教育部重点课题"周边国家科技院校通识教育模式比较研究"(DIA110274)

摘　　要：粤港澳虽然彼此相邻,但是社会制度迥异。20世纪80年代以来,粤港澳教师教育合作历经试验探索、全面发展和深化拓展三个发展阶段。经过30年的教师教育合作的协同发展,粤港澳三地在合作体制与制度、合作方式与途径及人才培养规格与教学计划等方面都进行了创新。基于培育港澳青年学子国家和民族身份认同的紧迫性,以及打造以粤港澳为核心的南方教育高地的现实需要,未来粤港澳三方将进一步协同创新,其目标是建立一个体系、搭建四大平台和优化六大机制。Although Guangdong,Hong Kong and Macao are adjacent to each other,the social systems are very different.Since 1980 s,the cooperative model of teacher education among these three areas has experienced three different periods:under trial,comprehensive development and deepening collaboration periods.With the 30 years coordinated development of the teacher education cooperation,Guangdong,Hong Kong and Macao have achieved collaborative innovation,such as the innovation of system and mechanism,the innovation of cooperative method and pattern,the innovation of talent standard and training plan.Based on the emergency of cultivating the young students' national identity,as well as the practical needs of building the 'Southern Education Highland',GHM,the three parties,will he fully dedicated to innovation in the future.Their common pursuits are to establish a system for four supporting platforms and six optimized mechanisms.

关 键 词：教师教育 协同创新 粤港澳 合作 

分 类 号：G451[文化科学—教育学]