从带教到共进:师徒带教模式的实践创新  

From Apprenticeship Mentoring to Symbiotic Development:The Practical Innovation of Master-Apprentice Training Mode

作　　者：杨洁 刘涛[2] 时丽娟 YANG Jie;LIU Tao;SHI Li-juan(Shanghai Teacher Training Center,Shanghai,200234,China;Zhejiang International Studies University,Hangzhou,310023,China)

机构地区：[1]上海市师资培训中心,上海200234 [2]浙江外国语学院,浙江杭州310023

出　　处：《教师教育研究》2022年第5期71-76,共6页Teacher Education Research

摘　　要：本研究基于上海市见习教师指导模式的实践探索,从职业、专业、能力、发展四个维度提出了见习教师成长的12种需要,明确了师徒带教的内在工作机理,开发了规范师徒带教的实践体系,建构了涵盖为师榜样、心理依靠、工作支持、教学示范、理论引导、经验传授、解疑释难、思维点拨、资源分享、评价解析、意志激励、批评教育等12种具体带教策略,设计了每一种策略的操作规范。研究形成了“需求导向-整体设计-个性实施-师徒共进”的师徒带教新模式,有效提升了师徒带教的规范性和有效性,也突破了传统师徒带教中师傅知识、经验、精力的单向度输出局限,彰显了从“带教”到“共进”的理念和价值转型,实现了传统师徒带教模式的现代性重构。Based on the practical exploration of the master-apprentice training mode in Shanghai,this study clarifies the inner mechanism of master-apprentice training mode,meanwhile identifies twelve growing demands,which are classified as career,professionalism,competence and development for the beginning teachers.A new standardized master-apprentice training practice system has been taken shape and twelve mentoring strategies have been constructed,covering role model,psychological reliance,working support,instructional demonstration,theoretical guidance,wisdom transfer,confusion explain,thinking inspiration,resource sharing,evaluation and analysis,willpower encourage,and critical guidance.Each strategy owns its operational specifications.On the basis of these core standards,the new training mode emphasizes the paradigm process of“demand oriented,overall design,personalized implementation,and master-apprentice symbiotic development”.The Traditional Master-Apprentice Training Mode has gone through a modernity reconstruction,enhanced its effectiveness with breaking through one-way output of masters’knowledge,experience and energy,then achieved a win-win situation for experienced teachers and beginning teachers.

关 键 词：见习教师 师徒带教 共进模式 实践创新 

分 类 号：G451[文化科学—教育学]