教师教育供给侧改革：基于第三空间的视角

Supply-front Reform of Teacher Education: Based on the Third Space

当前以高校为依托的教师教育模式的明显不足之处在于教育理论与中小学实践脱节,成为影响教师教育供给的突出问题。通过跨越大学、中小学及其社区的体系边界,创建教师教育的第三空间,让中小学教师参与高校课程和实践活动,将中小学教育教学实践融入高校课程,设立专门教师教育者,加强教师对学生、家长、学校教育的理解、体验和研究,促使高校教师教育与中小学教育教学实践的融合,提高教师教育专业性。这样培养出来的教师才可能与基础教育需求无缝对接,能针对各类不同的学校和学生群体提供专业服务,真正成为学生知识、思想、创新的引路人。

Currently, obvious drawbacks in the colleges and universities-based teacher education model lie in thedisconnections between academic theory and school practice or reality, which greatly impacts teacher supply quality. Theresearch suggests crossing the boundaries of college and university, school and community systems to create a third spacefor teacher education. It asks for strengthening the integration of teacher education between theory at colleges anduniversities and practice at schools, allowing primary and secondary teachers to join in the teaching of university curriculaand practical activities, bringing school practice into university curricula, establishing teacher educator and intensifyingpractice based teacher education research. These promote the student teachers to understand, experience and studystudents, parents and school education and teaching, laying the foundation for teacher educational innovation andeducational development guiding. It’s in this way that the student teachers could meet the requirement of basic education,offer professional service to multiple schools and students, become the guider for students to access knowledge, thoughtsand creativity.