师范生从师技能多元协同培养的研究与实践  

The Research and Practice of the Multiple Cooperative Training of Normal Students’ Skills

作　　者：石海泉[1] 霍雪辉[1] Shi Haiquan;Huo Xuehui(Mudanjiang Normal University,Mudanjiang Heilongjiang 157011,China)

机构地区：[1]牡丹江师范学院马克思主义学院,黑龙江牡丹江157011

出　　处：《未来与发展》2020年第5期63-68,共6页Future and Development

基　　金：牡丹江师范学院教学改革一般项目“高师院校师范生二课堂实践模式创新研究”(18-XJ20043)。

摘　　要：师范生从师技能培养是一项系统工程,在师范类专业认证契机的指引下,探索有效的培养模式,有助于提升师范生的综合技能水平。多元协同培养模式是在实现外部资源与内部要素有效整合的基础上,打通内外部之间的壁垒,建立顺畅的信息交流渠道,及时交换培养过程中存在的问题以及反馈培训结果,适时调整培养方案、具体培养流程,以便于产生1+1>2的协同效应。在师范生从师技能培养中引入多元协同培养模式,探索其培养的理论模型与具体操作,对建立培养的长效机制具有重要的意义。It is a systematic project for normal students to train their skills as teachers. Under the guidance of the opportunity of normal major certification, it is helpful to explore an effective training mode to improve the comprehensive skill level of normal students. Based on the effective integration of external resources and internal factors, the multi-element collaborative training mode is to break through the barriers between the internal and external, establish a smooth information exchange channel, timely exchange the existing problems in the training process and feedback the training results, timely adjust the training program and specific training process, so as to generate a 1 + 1 > 2 synergistic effect. It is of great significance to establish a long-term mechanism of training by introducing a multi-element and collaborative training mode into the training of normal students’ teacher skills and exploring its theoretical model and specific operation.

关 键 词：从师技能 多元协同培养 协同效应 理论模型 

分 类 号：G658.3[文化科学—教育学]