小学教师创新发展乏力的责任主体分析与反思:以英国为例  

On the Responsible Subjects for the Lack of Innovative Development of Elementary School Teachers:A Case Study of the UK

作　　者：王强[1] WANG Qiang(Jinghengyi School of Education,Hangzhou Normal University,Hangzhou 311121)

机构地区：[1]杭州师范大学经亨颐教育学院,杭州311121

出　　处：《基础教育参考》2025年第1期3-15,共13页Basic Education Review

基　　金：杭州师范大学2024年教学成果奖“卓越小学教师培养体系深化的微创新”。

摘　　要：教师发展机制改革不仅要避免风险后果,还要警惕创新乏力的问题。回顾并分析英国小学教师创新发展以及其主力消解的历史,发现英国教师职前教育中高校力量被削弱,教育行业势力趋于保守及职后同质化多元机构等因素导致了教师创新发展乏力。从反思英国出发,构建出我国小学教师创新发展主体主辅异质协同思路,即以有深层学科教学或超学科教育特色专攻的高校/机构研究者及小学教师作为关键少数,通过“局聘教师”或“校聘教研员”制、高校非教育院系特色教育研究者参与教师教育课程及问题解决型等五种职后培训模式,带动全体小学教师发展。Development should not only avoid the consequences of risks,but also be vigilant against the problem of lack of innovation.This paper reflects on the history of the formation of the differential positioning of primary school teachers in United Kingdom and the dissolution of the main force of innovation,and deeply reflects on the lack of innovative development caused by the weakening of the power of universities in United Kingdom pre-service education and the conservative tendency of the education workforce,and the lack of innovative development caused by the homogeneous multi-institutions in United Kingdom.With these analyses,this paper constructs innovative synergies of heterogeneous subjects regarding primary school teachers development in China,integrating the deep-disciplinary teaching or hyper-disciplinary education researchers and teachers within conventional primary school teachers,through the mechanisms of“bureau-hired teachers”or“school-hired researcher teachers”,the participations of non-educational department researchers in preservice teacher education courses,and fivein-service teaching training models.

关 键 词：小学教师 异质协同创新发展 责任主体 深层学科教学 超学科教育 

分 类 号：G451[文化科学—教育学]