四川民族地区师范人才培养协同育人探索实践——以阿坝师范学院为例

Exploratory Practice for Collaborative Education of Teachers Education Undergraduates Cultivation in Sichuan Ethnic Areas--As Evidenced by Aba Teachers University

针对民族地区基础教育师资发展困境,地方师范院校应坚持走“应用转型发展”道路,围绕培养目标、课程体系、实施路径,深入探索,寻求破解之道。阿坝师范学院在师范人才培养方面坚持以需求为导向,设计教师教育人才培养目标,强化培根铸魂,突出职业能力;基于知识、素质、能力一体化考量,构建融合式教师教育课程体系;以铸牢中华民族共同体意识教育、理想信念教育为主线构建立德树人课程体系;以“理论与实践相融通,促进知识建构、能力生成”为思路,构建“四年全程不间断、目标主题递进式”的实践教学体系;坚持“一体两翼”贯通、融合一二三课堂,发挥课程综合育人效力;建立“高校、地方政府、基础教育学校三位一体”协同育人机制,探索“共建基地、共育学生、共同教研、共建教材、共促就业、共育师资”的协同育人实施路径。

Confronted with the developmental difficulties arising from training teachers for basic education in ethnic minority areas,local teachers colleges have adhered to an application-oriented transformation and development,sought solutions by pivoting on talent-cultivation goals,curricula systems,and paths to implementation.Aba Teachers University has carried out such task in five aspects.First is hold fast to the demand-oriented principle in talent cultivation by designing its goals,strengthening virtue education and highlighting professional skills.Second is to construct an incorporated curriculum system of teachers education based on knowledge,caliber and abilities integration.Third is to formulate the curricula system which fosters virtue via education by assuming such tasks as the main thread like forging the sense of community for the Chinese nation and cultivating convictions and ideals.Last is to constitute a practice-based educational and teaching system which runs uninterrupted through four years with targeted themes pushed forward stepwise,following the notion of advancing integrated theories and practice,knowledge construction and abilities generation.The first classroom is the main body,the second and third classrooms being the two wings,such is the principle which we keep to gives free reign to comprehensive education of curricula.A trinity of colleges,local governments and schools of basic education has been introduced into the collaborative education system,so the implementation paths to collaborative education can be jointly explored for building placement bases,cultivating students,actualizing education and teaching research,compiling textbooks,advancing employment and fostering teaching staff.