摘要 "三位一体"协同育人是国家教师教育政策推动和现实需求结合的产物,已成为当前师范生培养的基本样式形态。由于高校、地方政府和中小学分属不同组织领域,导致协同育人过程中出现理念共识不足、操作制度缺陷、合作行为局限、主体文化隔膜等诸多问题。治理理论强调多主体参与和权责利协调,在理论旨趣和逻辑内涵上支撑了"三位一体"协同育人机制的构建,为协同育人提供新的思考框架和优化路径。以教师教育治理为指向完善"三位一体"协同育人机制,在实践中要借助政策精神解读形成理念协同,依靠省级政府承接推进制度协同,发挥多元主体互动达成行动协同,通过沟通交流协商实现文化协同。 "Trinity"collaborative education is the product of the combination of the national teacher education policy and the actual needs,and has become the basic pattern of the current training of normal students.Because universities,local governments and primary and secondary schools belong to different organizational fields,there are many problems in the process of collaborative education,such as the lack of consensus,operational system defects,the limitations of cooperative behavior,the main cultural gap and so on.Governance theory emphasizes multi-agent participation and coordination of rights,responsibilities and profits,which supports the construction of"Trinity"collaborative education mechanism in theoretical purport and logical connotation,and provides a new thinking framework and optimization path for collaborative education.To improve the"Trinity"collaborative education mechanism with the direction of teacher education governance,it’s necessary to form the concept coordination with the help of the interpretation of policy spirit,rely on the provincial government to undertake and promote the system coordination,play the multi-agent interaction to achieve action coordination,and achieve cultural coordination through communication,exchange and consultation.
出处 《教师教育研究》 北大核心 2021年第2期17-22,共6页 Teacher Education Research
分类号 G650 [文化科学—教育学]
