卓越教师的“教育家”时代内涵与实践探索——以广东省“小学理科名教师”培养项目为例

The Epoch Connotation and Practical Exploration of“Educators”as Outstanding Teachers--Taking the“Primary School Science Master Teachers”Training Program in Guangdong Province as an Example

以广东省中小学“百千万人才培养工程”——小学理科名教师培养项目为研究个案,将“教育家型”教师的学术内涵,融入小学理科名教师培养的设计与实践中,确立以培育“教育家型”卓越名教师为目标,围绕“学者型思维、教育家情怀”的内核,设计“教师信念与师德、综合素养、教育实践与教学专长、教育教学研究、团队建设与领导力培养、教育思想凝练与传播”六大课程模块,构建了“成长——成熟——成(扬)名”的研修成长过程,依托“U-G-S-R”的培养总路径,聚焦教育经历,凝练教育思想、养成学者素养,以表现性评价为核心,衡量教育家型卓越名教师培养成效的实现。项目的35位小学理科名教师在培养期间突显出的“学者型思维”,通过独立思考和创新解决方案推动学科知识和教学水平的深化,为高质量基础教育发展提供了丰富且深刻的教育体验。融入“教育家型”卓越名教师专业发展的实践路径探索,有利于助力名教师凝练独特的教育思想,推动基础教育的深度改革。

Taking the“Hundred-Thousand-Ten Thousand Talents Training Program”for primary and secondary schools in Guangdong Province-Primary School Science Master Teachers Training Program as a case study,this study integrates the academic connotation of“educator-type”teachers into the design and practice of Primary School Science Master Teachers Training Program,and establishes the goal of cultivating“educator-type”outstanding master teachers.The program is designed around the core of“scholarly mindset and educator sentiment”,with six curriculum modules of“teacher beliefs and ethics,comprehensive literacy,educational practice and teaching expertise,education and teaching research,team building and leadership development,and crystallization and dissemination of educational ideas”.A training and growth process of“growth-maturity-reputation”is constructed,relying on the overall training path of“U-G-S-R”,focusing on educational experiences,crystallizing educational ideas,and cultivating scholarly literacy.Performance evaluation is the core to measure the effectiveness of cultivating educator-type outstanding master teachers.The“scholarly mindset”of the 35 primary school science master teachers in the program is highlighted during their training,which provides a rich and profound educational experience for the development of high-quality basic education through independent thinking and innovative solutions to deepen their subject knowledge and teaching standards.Meanwhile,by reflecting on the“U-G-S-R”model of practice,the study also points out the direction and ideas for subsequent research.The exploration of practice paths for the professional development of“educator-type”outstanding master teachers is conducive to helping the master teachers to crystallize their unique educational ideas and promote the in-depth reform of basic education.