“高自适质量”教师教育体系的应然特征、现实困境及其改进路径

The Natural Characteristics,Practical Dilemma and Improvement Path of"High Self-adaptive Quality"Teacher Education System

高质量教师教育体系是高质量教育的重要组成和发展基石。教师教育体系的“自适质量”即教师教育体系自身具有的能够影响教师培养效能的品质,它是高质量教师教育体系建设的核心维度。“高自适质量”教师教育体系的应然特征主要体现为教师教育机构的层次合理性、结构合理性和教师教育制度完善性三个方面。实践中,“高自适质量”教师教育体系在机构层次合理性方面,面临着参与机构高层次机构少、低层次机构多,培养高学历教师少、低学历教师多的困境;在结构合理性方面,面临着地域布局与专业设置的静态结构不合理、内外部要素之间的动态联动结构不合理的困境;在教师教育制度完善性方面,面临着制度不够健全、协同和开放性不足等困境。为此,应拓展高层次、压缩低层次教师教育机构的参与空间以完善教师教育体系层次结构,适当加大高学历教师培养机构建设以优化办学层次结构;构建中部、东部、西部相对均衡的地域布局结构,形成全面服务教育实践的专业设置结构,创建教师教育机构内外部各要素动态关联结构;在对制度建设条件进行评估的基础上,逐步提升教师教育制度的完备性,以系统管理思维增进教师教育制度的协同性,强化多元主体共治逻辑,增强教师教育制度的开放性。

Higher-quality teacher education system is an important component and developmental foundation of high-quality education.The"self-adaptive quality"of the teacher education system is the quality of the teacher education system itself that can affect the effectiveness of teacher training,and it is the core dimension of the construction of high-quality teacher education system.The natural characteristics of the"high self-adaptive quality"teacher education system are mainly embodied in three aspects:the hierarchical rationality of teacher education institutions,the rationality of the structure,and the perfection of the teacher education system.In practice,the"high self-adaptive quality"teacher education system is faced with the following dilemmas:in terms of the hierarchical rationality of teacher education institutions,it faces the dilemmas of fewer high-level participating institutions and more low-level participating institutions,fewer high-educated teachers and more low-educated teachers;in terms of the rationality of the structure,it faces the dilemmas of unreasonable static structure of regional layout and professional settings,and unreasonable dynamic linkage structure between internal and external elements;in terms of the perfection of the teacher education system,it faces the dilemmas of imperfect system and insufficient coordination and openness.To this end,we should expand the participation space of high-level teacher education institutions and compress the participation space of low-level teacher education institutions to improve the hierarchical structure of the teacher education system,and appropriately accelerate the construction of high-educated teacher training institutions to optimize the hierarchical structure of running schools;construct a relatively balanced regional layout structure in the central,eastern and western regions,form a comprehensive professional settings structure to serve the educational practice in an all-round way,and create a dynamic linkage structure between the internal and external elements of teacher education institutions;gradually improve the completeness of teacher education system based on the evaluation of the conditions of system construction,enhance the collaboration of teacher education system with systematic management thinking,strengthen the logic of shared governance of multiple subjects,and enhance the openness of teacher education system.