指向教师能力素质达成的课程、师资、资源评价指标体系构建  

Construction of Curriculum,Faculty and Resource Evaluation Index System Oriented to the Achievement of Teachers’Abilities and Qualities

作　　者：王光明 岳宝霞 杨蕊 WANG Guangming;YUE Baoxia;YANG Rui(Tianjin Academy of Education Science,Tianjin 300110,China;Dept.of Education,Tianjin Normal University,Tianjin 300387,China)

机构地区：[1]天津市教育科学研究院,天津300110 [2]天津师范大学教育学部,天津300387

出　　处：《宁波大学学报（教育科学版）》2024年第4期1-12,共12页Journal of Ningbo University(Educational Science Edition)

基　　金：教育部首批新文科研究与改革实践项目“指向教师能力素质达成的课程、师资、资源多维融合的新师范专业建设方案”(2021150005)。

摘　　要：推进师范教育高质量发展历来受到党和政府的高度重视,而教师是提高教育质量的关键。师范教育的高质量体现在人才培养的高质量,即教师的能力素质是否达到较高水平。教师能力素质的形成需要跨学科专业课程交叉融合,需要多类别师资力量协同合作,需要多种类资源配置协同保障。建构指向教师能力素质达成的课程、师资、资源评价指标体系有利于从多角度分析教师能力素质的达成度现状以及路径,诊断优势与不足,提出完善建议。研究以政策、文献为证据,建立由3个一级指标、11个二级指标、24个三级指标构成的评价指标体系,以此作为师范专业人才培养质量评价方式的探索与尝试。High-quality development of normal education is being on the high agenda of the Communist Party of China and the government to train well-qualified teachers.It is embodied in the quality training of top-profile personnel in terms of faculty capability and quality that requires the integration of interdisciplinary professional courses,the cooperation of multiple categories of instructors,and the coordination of multiple types of resource allocation.This research explored the construction of curricula,faculty and resource evaluation index system oriented to the achievement of teaching capability and quality that is conducive to analyzing the status quo,probing into the path towards the multiple perspective of teachers training,and diagnosing the disadvantages of teachers education for further improvement.Authors reviewed policy documents and literature to construct an evaluation index system consisting of 3 first-level indicators,11 second-level indicators and 24 third-level indicators as an exploratory approach to evaluate the quality of professional faculty training.

关 键 词：师范专业 教师能力素质 评价指标体系 

分 类 号：G647[文化科学—高等教育学]