师范生乡土情怀何以厚植:地方高水平师范大学与乡村学校资源协同模式研究——以H大学3个典型师范专业为案例  

How to Cultivate Normal Students'Local Sentiment:A Research on the Resource Collaboration Model between Local High-level Normal Universities and Rural Schools:Taking Three Typical Normal Majors of H University as Examples

作　　者：张伟坤[1] ZHANG Weikun(School of Politics and Public Administration,South China Normal University,Guangzhou 510631)

机构地区：[1]华南师范大学政治与公共管理学院,广州510631

出　　处：《教育发展研究》2025年第7期47-56,共10页Research in Educational Development

基　　金：广东省社科规划2024年度学科共建项目“粤港澳合作办学高校的专业设置逻辑及政策改进研究”(GD24XJY29);广东省质量工程2022年项目“新师范视域下本科高校师范生核心能力架构研究”的部分成果。

摘　　要：为弘扬教育家精神,加强新时代高素质专业化教师队伍建设,地方师范院校需要在师范生培养中加强乡土元素融入,厚植师范生乡土情怀。基于资源协同理论,以地方高水平H师范大学为例,选取三个典型师范专业实践为项目评估对象,运用文本分析、关键人物访谈和参与式观察等方法,归纳出地方高水平师范大学与乡村学校资源协同的多种有效模式。多案例比较得出,A专业形成了基于学科逻辑以师范生教育实习项目为固定纽带的资源链接模式,B专业采取基于政策逻辑以组织负责人影响力维持的弹性互助模式,C专业遵循基于制度逻辑以协议约束及信息技术赋能的共建共享模式,这三种模式各有其优势与不足。基于此,在师范大学和乡村学校作为核心主体基础上,有必要纳入地方教育行政部门与社会组织,共同建构多主体共同参与的理想模型,通过转型合作观念、引导技术赋能和完善协作机制,切实引导乡土资源融入高校教育教学,助推乡村优质教学资源有效生成,释放制度规约、行动指南、衔接举措的总体效能。In order to promote the spirit of educators and strengthen the construction of a high-quality and professional teacher team in the new era,local normal universities need to strengthen the integration of local elements in the training of normal students and cultivate their local feelings.Based on the theory of resource collaboration,taking the local high-level H Normal University as an example,three typical normal major practices were selected as project evaluation objects.Using methods such as text analysis,key person interviews,and participatory observation,multiple effective models for resource collaboration between local high-level normal universities and rural schools were summarized.Through multiple case comparisons,it can be concluded that A major has developed a resource linkage model based on disciplinary logic with teacher education internship projects as a fixed link,B major has adopted a flexible mutual assistance model based on policy logic with the influence of organizational leaders maintained,and C major has developed a co construction and sharing model based on institutional logic with agreement constraints and information technology empowerment.Each of these three models has its own advantages and disadvantages.So it is necessary to incorporate local education administrative departments and social organizations into the core entities of normal universities and rural schools,and jointly construct an ideal model of multi-party participation.By transforming the concept of cooperation,guiding technological empowerment,and improving cooperation mechanisms,we can effectively guide the integration of local resources into university education and teaching,promote the effective generation of high-quality teaching resources in rural areas,and release the overall effectiveness of institutional regulations,action guidelines,and linkage measures.

关 键 词：乡村教育 师范生培养 师范院校 协同育人 教师教育 

分 类 号：G650[文化科学—教育学]