如何让“差生”走向“卓越”——“三位一体”小教师范生养成的个案研究

How to Make “Poor Students”to “Excellent”——A Case Study of the Primary Education Teachers Students in“Trinity”Training

通过对2012级浙江师范大学"三位一体"小学教育班级管理的个案分析,将这种招生制度改革的研究延伸到培养环节。该班通过强化顶层设计和愿景规划、组织结构情境化、学习方式与指导方式双元化及评价方式综合化的"121式改革",使学业"相对落后"学生后来居上。从而得出四点结论:高考成绩与师范生培养不存在显性相关;大学生社会化的关键在于自我认知和对环境的把控;大学班主任的角色在于学术指导;教学研究型大学应高度重视实践导向。

Based on the reform process of the ＂trinity＂ class in the 2012 stage of the primary school education of Zhejiang Normal University, this research has extend the research of this enrollment system to the training process. By strengthening ＂121 reforms＂ the top-level design planning and vision, organizational structure situation, learning methods and ways of guidance and evaluation methods of dual, make ＂relatively backward students＂ achievement. So four conclusions has been got ： the university entrance exam and students training has no significant correlation; the key of the socialization of college students is self cognition and environmental control ; the university teacher＇s role is to academic guidance ; teaching and research universities should attach great importance to practice.