教师教育课程质量保障制度研究——以香港中文大学为例  

A Study on Quality Guarantee Institution for Teacher Education Curriculum——Based on A Case Study of the Chinese University of Hong Kong

作　　者：王坤 周钧[2] WANG Kun;ZHOU Jun(Nanjing University of Information Technology and Science,Nanjing 210044,China;Beijing Normal University,Beijing 100875,China)

机构地区：[1]南京信息工程大学教师教育学院,江苏南京210044 [2]北京师范大学教师教育研究中心,北京100875

出　　处：《黑龙江高教研究》2022年第3期69-74,共6页Heilongjiang Researches on Higher Education

基　　金：2017年度教育部人文社会科学重点研究基地重大项目“中国教师教育质量保障的制度研究”(编号:17JJD880003);2019年度教育部人文社会科学研究青年基金项目“高校教师教学的情感支持能力提升研究”(编号:19YJC880086)。

摘　　要：提高教师教育质量亟须关注其课程质量保障制度建设。香港中文大学教育学院的教师教育课程处在"果效为本"导向的质量保障制度架构中,通过外部课程质量问责达成课程绩效核证,倡导课程利益相关者沟通进而扩充理解、寻求共识,推进课程建设者与实施者自我反思改进,制度架构与实施方略系统规范助力课程发展。高校教师教育课程质量保障制度应当围绕教师专业全面发展,统整学科知识导向、专业发展导向与职业资历导向的教师教育课程质量观,制度架构以内部质保为本、辅以外部检视和协作,制度实施避免"标准驱动",坚持内外联动、课程改进与质量保障联动。制度实存与学校基础性绩效激励或问责制度衔接,构建课程质量综合保障体系。In order to improve the quality of teacher education, it is urgent to pay attention to the construction of curriculum quality guarantee system. The teacher education curriculum of the Faculty of Education of the Chinese University of Hong Kong is in the framework of a “result-oriented”quality assurance system. It achieves curriculum performance verification through external curriculum quality accountability, and advocates that curriculum stakeholders should communicate with each other to expand understanding and seek consensus. The curriculum department is also committed to promoting self-reflection and improvement of curriculum builders and practitioners, and assisting curriculum development with institutional framework and implementation strategy system specification. The quality assurance system of university teachers’ education curriculum should focus on the comprehensive development of teachers’ profession, integrate subject knowledge orientation, professional development orientation and professional qualification orientation of teacher education curriculum quality view, establishing an internal quality assurance-based system supported by external inspection and collaboration. In the implementation of the system, we should avoid the “standard-driven” and adhere to the internal and external linkage, curriculum improvement and quality assurance linkage.The system is connected with the school’s basic performance incentive or accountability system to construct a comprehensive guarantee system for curriculum quality.

关 键 词：教师教育课程质量保障 制度架构与实施 香港中文大学 

分 类 号：G645[文化科学—高等教育学]