成效·局限·改革:“G-U-S”三位一体协同育师机制审思

Reflections on the“G-U-S”Three-pronged Teacher Co-cultivation Mechanism:Achievements,Limitations and Reform

“G-U-S”三位一体协同育师机制是指,政府、高校、中小学(含幼儿园)三方各司其职,责任共担、协同培育教师的一种制度形式与工作方式。现有的三位一体协同育师机制尽管促进了教师培育成效提高、教师教育资源整合、区域教育均衡发展及教师专业水平持续提升,但仍然存在相关决策主体单一、三元主体权责不明、培育方案不够成熟、协同培育管理不够协调等局限。为进一步提升“三位一体”协同育师机制的成效,理应构建具有一定行政职能的协同育师主体联盟,明晰“三位”主体各自的权责,完善协同育师培育方案,促进协同培育管理更加协调。

The“G-U-S”three-pronged teacher co-cultivation mechanism refers to an institutional form and working mode in which the government,universities,primary and secondary schools(including kindergartens)perform their respective duties,share the responsibilities,and cultivate teachers in collaboration.Although the existing three-pronged teacher co-cultivation mechanism has promoted the improvement of teacher cultivation,the integration of teacher education resources,the balanced development of regional education and the continuous improvement of teachers’professional level,there are still some limitations,such as the single decision-making subjects,the unclear rights and responsibilities of the three subjects,the immature teacher cultivation program and the uncoordinated co-cultivation management.In order to further enhance the effectiveness of the three-pronged teacher co-cultivation mechanism,it is necessary to build a teacher co-cultivation subject alliance with certain administrative functions,clarify the respective rights and responsibilities of the three subjects,improve the teacher co-cultivation programs,and promote more coordinated co-cultivation management.