协同学视域下师范教育协同提质的内涵特征与实践路径  

The Connotation Characteristics and Practical Path of Collaborative Quality Improvement in Teacher Education from the Perspective of Synergetics

作　　者：陈晓乐 丁坤[2] CHEN Xiao-e;DING Kun(College of Education,Hebei Normal University;Taihang Branch of Teacher Education Research Center of Beijing Normal University,Xingtai University)

机构地区：[1]河北师范大学教育学院,河北石家庄050024 [2]邢台学院北京师范大学教师教育研究中心太行分中心,河北邢台054000

出　　处：《教育理论与实践》2024年第24期51-55,共5页Theory and Practice of Education

基　　金：2023年河北省博士在读研究生创新能力培养资助项目“协同学视域下教师教育协同提质的对策研究”(项目编号:CXZZBS2023095)的研究成果。

摘　　要：师范教育协同提质是新时代教师教育一体化的机制创新,包括向上协同、向下协同及向内协同,是一个复杂且开放的系统,与协同学具有良好的适切性,运用序参量—控制参量分析,激发薄弱师范院校教师自主发展效能感是形成内部动力的关键,搭建薄弱师范院校教师自主发展协作平台能够推进师范教育协同提质从无序到有序的自组织运行。对于薄弱师范院校来说,应激发教师自主发展效能感,搭建教师自主发展协作平台,营造协同发展的校园文化氛围,有效促进师范教育协同提质。Collaborative improvement of teacher education is a mechanism innovation for the integration of teacher education in the new era,including upward collaboration,downward collaboration,and inward collaboration.It is a complex and open system that is well suited for synergetics.The use of order parameter-control parameter analysis to stimulate the sense of efficacy of independent development of teachers among weak normal colleges is the key to forming internal motivation.Building a collaborative platform for independent development of teachers among weak normal colleges can promote the self-organizing operation of collaborative improvement of teacher education from disorder to order.For weak normal colleges,it is necessary to stimulate teachers’sense of efficacy in independent development,build a collaborative platform for teachers’independent development,create a campus cultural atmosphere for collaborative development,and effectively promote the collaborative improvement of normal education.

关 键 词：师范教育 协同提质 协同学 教师 序参量—控制参量 

分 类 号：G650[文化科学—教育学]