摘要
从中央到地方,我国卓越教师的培养政策经历了长期而又曲折的过程。本研究对十年来的卓越教师培养政策和研究进行梳理后,形成如下经验:针对卓越教师的培养,纵向上采取职前、职后协同推进的方式,横向上建立高校与地方政府、中小学“三位一体”协同培养教师的新机制;成立教研共同体和名师工作室,关注卓越教师的流动和辐射作用;完善继续教育制度,推进全方位的培养设计;针对不同的学段,制定不同的培养计划;建立常态化的督导评估机制。
From the central to the local level,the policy of teacher excellence training has undergone a continuous development process.After combing the policies and research on teacher excellence training over the past ten years,the following lessons have been learned:vertically,we have adopted a collaborative approach to pre-service and post-service teacher training.Horizontally,we have established a new mechanism for the“trinity”of universities,local governments,and primary and secondary schools to collaborate in teacher training.We have established teaching and research communities and master teachers’workshops to focus on the mobility and radiation of teachers of excellence,improved the system of continuing education,promoted a comprehensive training design,formulated different training plans for different school periods and established a regular supervision and evaluation mechanism.
作者
凌云霄
杨玉东
LING Yunxiao;YANG Yudong(School of Resource and Environmental Engineering,Ludong University,Shandong Yantai 264025;Shanghai Academy of Educational Sciences,Shanghai 200032,China)
出处
《教育参考》
2023年第2期27-35,共9页
Education Approach
基金
上海市教育委员会2022年度非竞争性社会科学课题“上海市基础教育高端人才学习现状调研”项目
上海市教育科学研究院“全视角教师学习与共同体发展机制研究”(2020—2025)的阶段性研究成果。
关键词
卓越教师培养
政策
启示
Excellence in Teacher Development
Policy
Insights
