From Mutual Creation to Mutual Benefit:China’s National Teacher Training Program between Higher Teacher Education and K-12 Teachers

Sustainable Development Goal(SDG 4)lays solid theoretical foundation for the development of higher teacher education in improving the quality of teaching faculty nationwide.Sustainable teacher training paves a way for teacher professional development in the long run.China’s“National Teacher Training Program”serves a connection between higher teacher education and K-12 teachers in multiple perspectives when exploring K-12 teachers’improvement of the essence by upgrading the initiative of the program with the assistance of educational technology and modern educational philosophy from mutual creation to mutual benefit.Direction orientation strategic design based on demand for teaching faculty,curriculum setting in modules,and characteristics creation have been carried out to upgrade the training of teacher colleges and National Teacher Training Program in the future for achieving a win-win situation between higher teacher education and K-12 education.

教育家精神引领高校教师成长的解释框架、认知坐标与行动路径

实现教育高质量发展需要以教育家精神为指引、以培养教育家型教师为目标来加强高校教师队伍建设。高校教师作为一支肩负为党育人、为国育才使命的高水平职业队伍,需要用科学的职业生涯发展理论作指导,基于教师职业生涯发展理论构建教育家精神“三重特性+六点指向”解释框架,即:遵循理想信念引领性要求,将理想信念和道德情操要求指向教师的职业信仰和职业责任;遵循服务人民根本性要求,将仁爱之心和弘道追求指向教师的职业操守和职业品格;遵循教学育人科学性要求,将因材施教和求是创新指向教师的职业能力和职业素养。从理论、历史、现实等三个认知坐标出发,揭示教育家精神引领高校教师成长的内在机制机理。依据教育家精神引领高校教师成长的解释框架与蕴含的机制机理,从个体、组织、载体、社会等四个维度发力,通过创新教育实践、优化组织管理、搭建成长平台、提供社会支持来共同培养教育家型教师队伍。

A Study on the Online Teaching Input of Higher Education Teachers Based on K-Means Analysis

Online teaching has become an important form of regular teaching in higher education institutions,and teachers’input in online teaching is directly related to the quality of online teaching.A K-means cluster analysis of teachers’teaching behaviours in the online teaching platform of Sanya Aviation and Tourism College and a comparison of the mean values of each semester’s behaviours reveal that teachers’overall online teaching input is insufficient and their online teaching behaviours need to be optimized;their teaching energy has improved and their online teaching resources are more completed;their teaching emotional input is seriously lacking and their online interaction needs to be strengthened.To address these problems,the following measures can be taken:improve teachers’incentives to increase the overall investment in online teaching;change teachers’roles to strengthen the emotional investment in online teaching;and strengthen teachers’training to enhance online teaching design skills.

幼儿教师职前培养高等教育化的历史进程及未来展望

幼儿教师职前高等教育培养是提升幼儿教师质量,培养高素质卓越幼儿教师的必经环节。现如今,我国已基本形成了以本专科为主体的多元开放的幼儿教师培养体系,并越发规范化和专业化。纵观幼儿师范教育的发展,以1999年师范院校布局调整为界,前以中等层次教育后逐渐以高等层次教育为主力,通过对其高等教育化进程进行梳理,划分了开端、推进和发展三个较为明确的阶段。今后,在新时代国家及社会对人才的需求下,在《新时代基础教育强师计划》的指引下,幼儿教师职前培养高等教育化将通过建设国家级幼儿教师教育基地、构建现代幼儿教师教育体系、积极开展区域幼儿教师队伍建设改革试点工作以及建立幼教或学前教育专业协同创新平台来获得进一步的高位发展。