中小学“U—G—S”卓越教师培养机制及实践路径

Research on the Training Mechanism of Excellent Teachers and the Practice Path of U—G—S Model in Primary and Secondary Schools

该研究遵循“现实问题—理论机制—实践路径”的研究思路,审视“U—S”错位发展限制中小学卓越教师培养的现实问题,发现原因表现为:“U—S”目标错位造成共创价值消融,“U—S”利益错位滋生主体合作矛盾,“U—S”管理错位导致合作机制固化。研究主张建立卓越教师培养机制以实现从“U—S”到“U—G—S”的跨越式发展,包括建立核心素养框架、明确培养目标、构建培养模式。开展教师培养实践成效的实证结果显示:卓越教师培养优良率达到88%,表明“U—G—S”中小学卓越教师培养机制具有一定的优越性,能够提升教师培养质量和效果。

This paper follows the research idea of“practical problems-theoretical mechanism-practical path”,and exam⁃ines the practical problems of U—S dislocation development that has retricted the cultivation of excellent teachers in primary and secondary schools.The causes of these problems can be showed as follows:the dislocation of U—S goals causes the dissolution of co-creation of value,the dislocation of its interests breeds the contradictions in cooperation between subjects,and the dislocation of its management causes the consolidation of the cooperation mechanism.This paper suggests establishing the excellent teacher training mechanism to realize the rapid development from U—S to U—G—S,including establishing the core literacy framework,clarifying the training objectives and constructing the training model.The empirical results of teacher training practice show that the excellence rate of excellent teacher training reaches 88%,which indicates that the U—G—S excellent teacher training mecha⁃nism in primary and secondary schools has certain advantages and can improve the quality and effect of teacher training.