“U-G-S”教师教育模式的运行现状及优化策略

Operation Status and Optimization Strategy of “U-G-S” Teacher Education Model

"大学-地方政府-中小学校(U-G-S)"三方协同合作,共同致力于卓越教师和未来教育家的培养,为我国构建灵活开放的教师教育体系开辟了新的实践范式。但通过对这一模式在实际推行过程中的现实考察,发现存在合作主体身份地位的不平等、合作主体间文化的不同质、政府统筹协调作用的不到位等问题,致使合作流于表面,实效甚微。通过对存在问题的原因进行深度剖析,将其归纳为发展理念的追求偏差致使合作貌合神离、合作机构的性质差异影响内部文化交融、管理与评价体制的不同导致合作实效甚微等方面,并提出秉持多元价值诉求,激发三方合作意愿;文化的重构与创生,增强合作组织活力;统筹深化管理机制,维护三方合作权力的具体优化策略。

＂University-government-primary and secondary schools （u-g-s）＂ three parties cooperate to jointly commit to the cultivation of outstanding teachers and future educators, opening up a new practice paradigm for China to build a flexible and open teacher education system. However, through the practical investigation of this model in the actual implementation process, it is found that there exist such problems as the inequality of the status of cooperative subject, the different nature of the culture among cooperative subjects, and the lack of the coordination role of the government, resulting in the superficial cooperation with little effect. Through in-depth analysis of the cause of the problem, it summarized as development concept deviation due to the pursuit of the legislation, cooperation institutions influence the nature of the differences in internal culture blend, management and evaluation system of different lead to cooperation pragmatic effect, etc., and puts forward with diverse value appeal, stimulate the tripartite cooperation intention; Cultural reconstruction and creation, enhance the vitality of cooperative organization; We will coordinate the specific optimization strategies for deepening the management mechanism and safeguarding the power of trilateral cooperation.