新质教师教育:驱动机理、内在逻辑及实践路径  

New Quality Teacher Education:Driving Mechanism,Internal Logic and Practical Path

作　　者：王健[1] 张皓 赵文清 WANG Jian;ZHANG Hao;ZHAO Wen-qing(School of Education,Shanghai Normal University,Shanghai,200234,China;School of Education Science,Zhaotong College,Yunnan,Zhaotong,657000,China)

机构地区：[1]上海师范大学教育学院,上海200234 [2]昭通学院教育科学学院,云南昭通657000

出　　处：《教师教育研究》2025年第2期23-30,共8页Teacher Education Research

摘　　要：新质生产力将充分赋能新质教师教育形态、模态、业态、生态的不断迭代、演化与创新,新质教师教育也将深度参与新质生产力发展的进程,充分展现其在科技、人才、教育三位一体中作为供给侧与枢纽点的关键作用。新质教师教育是指向新质教师培养的全新理论逻辑与教育实践,发展新质教师教育突破点在“创新”,着力点在“质优”,最终的实践落脚点变革教师教育适应新质生产力发展。应立足新质生产力的发展要求和数智时代背景,将教育家精神融入教师培养培训全过程,不断提升教师创新教育能力,并通过新技术、新基建、新生态的建设来推进新质教师教育变革。New-quality productivity will fully empower the new-quality teacher education in its form, mode, format and ecology of continuous iteration, evolution and innovation. New-quality teacher education will also deeply participate in the development process of new-quality productivity, fully demonstrating its key role as a supply side and a hub in the trinity of science and technology, talents and education. New-quality teacher education is a brand-new theoretical logic and educational practice that points to the cultivation of new-quality teachers. The breakthrough point of developing new-quality teacher education lies in "innovation", focusing on "high quality", and the ultimate practice is to change teacher education to adapt to the development of new-quality productivity. Based on the development requirements of new quality productivity and the background of digital intelligence era, we should integrate the spirit of educator into the whole process of teacher training, continuously improve teachers' innovative education ability, and promote the educational reform of new quality teachers through the construction of new technologies, new infrastructure and new ecology.

关 键 词：新质生产力 教师教育 科技创新 新质人才 

分 类 号：G650[文化科学—教育学]