学前教师教育“三位一体”协同创新研究  

On the Collaborative Innovation of Preschool Teachers' Education in Trinity

作　　者：柳国梁[1] 

机构地区：[1]宁波教育学院校部,浙江宁波315010

出　　处：《宁波大学学报（教育科学版）》2016年第4期105-110,共6页Journal of Ningbo University(Educational Science Edition)

基　　金：浙江省教育科学规划2015年重点课题"构建‘三位一体’学前教师教育协同创新机制的实践研究"(2015SB093)

摘　　要：当前我国学前教师教育运作机制中存在专业教育资源的整合性不强、多元主体的制度化融合未形成、教师专业发展协同还不深入、协同创新激励机制的针对性缺失等问题。要探索建成学前教师教育"三位一体"协同创新的战略协作共同体,进一步强化统筹组织机构,明确多元主体的职责;集聚协同创新要素,搭建深度融合多元平台;优化学前教师培养模式,形成多方参与共育体系;完善配套管理政策,建立针对性激励机制。Collaborative innovation is an inevitable demand and a practical approach to deepen the synthetic reform of preschool teachers’education. However, problems exist in professional education for the lack of resource integration, mufti-tiered institution alintegration, teachers’ professional collaborative development, incentive mechanism of collaborative innovation, etc. This paper explores such strategic collaborative community of preschool teachers’ education in trinity through strengthening overall organization and multilateral responsibilities, clustering collaborative innovation elements, building multiple platforms of deep integration, optimizing preschool teachers’ cultivation mode, establishing a joint participating system, improving supportive management policies and setting up a specific stimulus mechanism.

关 键 词：学前教育 教师教育 协同创新 三位一体 运行机制 

分 类 号：G658.1[文化科学—教育学]