“三教”融合背景下开放大学教师专业发展实践研究——以常州开放大学为例  

Research on Professional Development Practice of Open University Teachers in the Context of“Three Educational”Integration——Taking Changzhou Open University as an Example

作　　者：赵小花 ZHAO Xiao-hua(Changzhou Open University,Changzhou,Jiangsu 213001,China)

机构地区：[1]常州开放大学,江苏常州213001

出　　处：《云南开放大学学报》2025年第1期5-10,23,共7页Journal of Yunnan Open University

基　　金：江苏省社会教育规划2021年度课题“终身教育背景下开放大学推进‘三教’融合的途径研究”(JSS L-2021002);常州市教育科学“十四五”规划第一批备案课题“‘三教’融合背景下开放大学教师专业化校本培训实践研究--以常州为例”(CJK-L2022288);江苏省终身教育研究2020年度科研课题“多元办学视角下开放大学架构区域终身学习立交桥的实践研究--以常州为例”(20SZJB007);常州开放大学2020-2021年度校级科研课题(CZXZ2001)。

摘　　要：纵观开放大学转型十年,服务于终身教育体系构建的同时,“开放教育、高职教育和社会教育”融合发展的理念为教师专业发展指明了方向,“三教”融合的具体实践则给教师专业发展带来挑战。通过开放大学教师发展实践研究,发现“三教”融合背景下开放大学教师现状及校本培训有待加强,主要原因在于,三教“通而不畅”“融而不深”,导致教师专业发展存在现实困境;“三教”融合发展规划“推而不广”“落而不实”,导致教师专业发展动力不足;“三教”融合校本培训“有而不专”“多而不精”,导致教师专业发展内涵不深。因此,开放大学应加强“三教”融合发展规划和教育模式的探索,明确教师发展定位;应围绕“三教”融合发展规划做更多的宣传,以便教师的个体规划与学校发展趋于一致;应针对“三教”融合开展教师专业素质评估和专门的培训;针对不同教龄、不同教育经历的教师开展针对性的培训。开放大学教师则应把握“三教”融合发展契机,重新审视自身素质,不断提升,努力在开放教育、高职教育、社会教育方面得到综合发展。Over the past ten-year transformation,open universities have served for the construction of lifelong education system.The development concept of integration of“open education,higher vocational education,and social education”(referred as“Three-Educational”integration hereafter)has provided clear direction for the professional development of teachers,while its practices have also presented new challenges.Through a practical study on the development of teachers at open universities,it has been found that both the current status of teachers and the college-based training require to be strengthened at open universities in the context of“Three Educational”integration.The core issues stem from inadequate connectivity and superficial integration of the three educations,leading to practical dilemmas in teacher development.Additionally,the development plans for“Three-Education”integration are often poorly promoted and ineffectively implemented,resulting in a lack of motivation for professional growth.Furthermore,college-based training tends to be generic rather than specialized,and abundant yet lacking depth,which limits the enhancement of teachers’professional competencies.Therefore,open universities should strengthen strategic planning and explore more educational models for“Three Educational”integration,to clarify the positioning of teachers’development.Publicity efforts should be made to promote the integration plan widely,aligning individual teacher’s development goals with institutional development objectives.Targeted professional competence assessments and specialized training should be implemented.Trainings shall be targeted at teachers from diverse backgrounds and with varying teaching experiences.Teachers of open universities should seize the opportunities presented by the“Three Education”integration,reassess their competencies,pursue continuous professional growth,and strive for comprehensive development across open,vocational,and social education domains.

关 键 词：开放大学 “三教”融合 教师专业发展 校本培训 

分 类 号：G724.82[文化科学—成人教育学]