四维互动:卓越教师“三位一体”协同培养机制的模型构建  

Construction of four dimensional operating mechanisms on school and university teacher education community

作　　者：朱洪翠[1] 张景斌[2] 高建春 Zhu Hong-cui Zhang Jing-bin Gao Jian-chun(College of Education, Taizhou University, Taizhou, Jiangsu 225300 China College of Education, Capital Normal University, Beijing 100048 China Yulong Road Experimental School of Yancheng City, Yancheng, Jiangsu 224001, China)

机构地区：[1]泰州学院基础教育教学研究所,江苏泰州225300 [2]首都师范大学教育学院,北京100048 [3]毓龙路实验学校,江苏盐城224001

出　　处：《教学研究》2017年第3期43-49,共7页Research in Teaching

基　　金：2016年度江苏省高校哲学社会科学研究指导项目(2016SJD880159);2016年度泰州学院人才工程科研启动项目(QD2016025)

摘　　要：卓越教师协同培养机制是指参与培养卓越教师的大学和中小学校等不同层级的组织和人员之间相互作用,协同合作的方式和过程。主要包括动力激发、协同治理、协作执行和评估反馈四维机制。其中动力激发机制包括利益共享、持续激励和环境优化;协同治理机制包括构建治理组织、规范组织运行、制定治理制度、配置共享资源;协作执行机制包括协作修正目标、协作开发课程、协作优化流程、协作实施教学;评估反馈机制包括多主体评估反馈、多维度评估反馈和全过程评估反馈。The operation mechanism of school and university teacher education mechanism is a systematic and institutional- ized method which can improve, restrict and maintain the operation of the community, including motivation mechanism, co-gov- ernance mechanism, coordination execution mechanism and evaluative feedback mechanism. The motivation mechanism includes benefit sharing, continuous encouragement and environment optimization; Collaborative governance mechanism includes construc- tion of collaborative governance organization, standarding organization operation, establishing management system and allocating shared resource; Cooperative implementation mechanism includes revising target, developing course, optimizing process and col- laborative teaching; Evaluation and feedback mechanism includes multi-subject, multi-dimension and overall-process evaluation and feedback.

关 键 词：教师教育共同体 卓越教师 培养机制 

分 类 号：G642.0[文化科学—高等教育学]