“U—G—S”教师教育合作模式内在机理透析  

The Internal Mechanism Dialysis of the “U—G—S” Teacher Education Cooperation Model

作　　者：张艳霞[1] 朱成科[1] 

机构地区：[1]渤海大学师范学院,辽宁锦州121013

出　　处：《教师教育论坛》2017年第5期20-24,共5页Teacher Education Forum

基　　金：辽宁省教育科学规划基础教育重大决策咨询攻关项目"省城内县区基础教育发展水平评价与动态监测"子课题"县区基础教育公平水平研究"(编号:JGI4CA03)

摘　　要："U—G—S"教师教育合作模式是当前国内新兴的一种教师培养模式。本文旨在从"U—G—S"教师教育合作模式的内在机理方面探讨其合作的内发动力和三方合作主体之间的关系形态,并从积极合作中凝聚三方合力,文化融合中创生"集成研讨厅",伙伴合作中实现互利共赢,多元共治中建立制度保障四个方面就如何增强"U—G—S"合作模式的持久生命力提出具体的建议,从而使"U—G—S"合作模式在多元、开放、可持续的合作过程中,实现"U—G—S"合作的"共赢"与"多赢"。＂U-G-S＂ teacher education cooperation pattern is a new domestic teacher training model. From ＂U-C-S＂ teacher education cooperation model discuss the cooperation between the internal mechanism of intrinsic motivation, and the relationship between the tripartite cooperation main body, and condensed the tripartite force from a positive, cooperative, ＂integrated study hall＂ in the creation, cultural fusion partners achieve mutually beneficial and win-win cooperation, diverse work in four aspects on how to enhance the system security establishment ＂U-G-S＂ the lasting vitality of the cooperation mode put forward concrete Suggestions, so that ＂U-G-S＂ cooperation mode in the process of pluralistic, open and sustainable cooperation, realize ＂U-G-S＂ cooperation ＂win-win＂ and ＂multi-win＂.

关 键 词：“U—G—S” 内在机理 发生动力 关系形态 

分 类 号：G652[文化科学—教育学]