教师教育结构质量的内涵、特征及提升策略  

Structural Quality of Teacher Education: Connotations, Characteristics and Strategies for Improvement

作　　者：李森[1,2] 谷陟云 LI Sen;GU Zhiyun

机构地区：[1]海南师范大学海南省基础教育课程与教学研究基地/初等教育学院,海南海口571158 [2]西南大学教育学部,重庆400715 [3]安顺学院教育学部,贵州安顺561000

出　　处：《西南大学学报（社会科学版）》2019年第5期78-85,199,共9页Journal of Southwest University(Social Sciences Edition)

基　　金：教育部人文社会科学重点研究基地重大项目“中国教师教育教学质量研究”(17JJD880001),项目负责人:李森

摘　　要：供给结构质量是衡量教师教育质量的重要尺度。教师教育结构质量是在遵循学科知识逻辑与教育问题逻辑相统一的基础上,教师教育人才培养的区域、类型、层次和专业结构满足国家基础教育需求的程度,是教师教育系统整体供给结构与国家基础教育需求之间的契合程度,契合度越高,其质量越高。它具有整体多样性、开放适应性、向上兼容性和时代容涵性等基本特征。提升教师教育结构质量,需要采取以优质均衡为理念的区域结构优化、开放灵活的类型结构差异协调、大学化的层次结构提升和基于需求导向的专业结构动态调整等策略。The quality of supply structure is an important yardstick to measure the quality of teacher education.Thestructuralquality of teachereducation is based on the unity of subject knowledge logic and education practical problem logic.The structural quality of teacher education is the degree to which the regional, type, level and professional structure of teacher education personnel training meets the needs of national basic education. It is also the degree of conformity between the overall supply structure of teacher education system and the demand of national basic education.The higher the fit degree is, the higher the quality is.There are three basic characteristics: overall diversity, open adaptability and development flexibility.The strategies to improve include optimizing regional structure based on the idea of high-quality balance, coordinating open and flexible type structure differences, promoting level structure based on university and adjusting professional structure based on demand.

关 键 词：教师教育 教师教育结构质量 供给侧结构性改革 提升策略 

分 类 号：G451[文化科学—教育学]