中学教师教育实习指导中问题与对策
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摘要
U-S合作是培养教师的重要途径,而指导教师的参与直接影响着合作的成效。本研究以A大学教科院和K中学的教育实习合作为例,调查发现中学指导教师在合作中存在着参与U-S合作的积极性有待提高的问题。存在问题的主要原因:相关政策的支持力度不够、中学指导教师对合作的意义认识有一定的偏差以及中学对指导教师采取相应的激励措施不够。因此,需要在制定更多相关支持政策、转变中学指导教师合作观念和促进激励手段多样化方面提高中学指导教师参与合作的积极性。
U-S collaboration is an important way for training of teachers, while direct participation of tutors could affects the effectiveness of U-S collaboration. Taking the teaching practice of Educational Science Institute of A University and K Middle School as an example, it is shown that there exist some problems in collaboration, such as the enthusiasm of middle school tutors to participate in U-S collaboration needs to be improved. The causes of these problems are: the relevant policies to support collaboration is insufficient; middle school tutors are lack of understanding of the significance of the collaboration and the corresponding incentive actions for tutors are not enough. Therefore, it is necessary to create more relevant supporting policies, to change the concept of middle school tutors about collaboration and to promote diversification of incentive actions to improve the enthusiasm of middle school tutors to participate U-S collaboration.
U-S collaboration is an important way for training of teachers, while direct participation of tutors could affects the effectiveness of U-S collaboration. Taking the teaching practice of Educational Science Institute of A University and K Middle School as an example, it is shown that there exist some problems in collaboration, such as the enthusiasm of middle school tutors to participate in U-S collaboration needs to be improved. The causes of these problems are: the relevant policies to support collaboration is insufficient; middle school tutors are lack of understanding of the significance of the collaboration and the corresponding incentive actions for tutors are not enough. Therefore, it is necessary to create more relevant supporting policies, to change the concept of middle school tutors about collaboration and to promote diversification of incentive actions to improve the enthusiasm of middle school tutors to participate U-S collaboration.
引文
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[3] 陈永明.教育政策与法规[M].上海:华东师范大学出版社,2003.
[4] 梁一鸣.大学与中小学合作的支持性政策与制度:以香港“优化教学协作计划”为例[J].上海教育科研,2007(8):7-8.
[5] 郭蕊,王景英.美国教师“全程式”实践培训模式探索[J].外国教育研究,2014,41(3):110-119.
[6] 赵可云,李兴保,苌雨.教师专业发展学校(PDS)研究现状分析及信息化趋势思考[J].中国电化教育,2013(11):25-29.
[7] 闫建璋,郭赟嘉.师范院校“大学一政府一学校”人才培养模式研究——基于山西师范大学的实践探索[J].中国高教研究,2013(8):75-78.
[8] 刘益春,李广,高夯.“U-G-S”教师教育模式建构研究——基于教师教育创新东北实验区建设的实践与思考[J].教师教育研究,2013,25(1):61-65.
[9] 滕明兰.从“协同合伙”走向“共同发展”——大学与中小学合作问题研究[J].教育发展研究,2008(22):62-65.
[10] 叶澜,李政涛.“新基础教育”研究史[M].北京:教育科学出版社,2010.
[11] 赵振宇.激励论[M].北京:华夏出版社,1995.
[12] 余凯成,程文文.人力资源管理[M].大连:大连理工大学出版社,1999.
[13] 刘子恒.非正式学习共同体知识共享机制研究[D].武汉:华中师范大学,2012.
[14] 邓小平.邓小平文选(第二卷)[M].北京:人民出版社,1994.
[15] 俞文钊.管理心理学[M].兰州:甘肃人民出版社,1989.