摘要
生态系统是美国教师教育协同创新的重要支撑。教师专业发展学校是美国教师教育协同创新的典范,也是目前美国大学与中小学合作的主要形式。密西西比大学教师专业发展学校在30多年的发展过程中,以霍姆斯小组和全美教师专业发展学校协会的思想为指导,以"蓝丝带新设计委员会"为依托,以"专业学校网络"为载体,以"6C"模型为合作框架,有效地构建起了教师专业发展学校的生态体系,促进了教师教育的协同创新。密西西比大学教师专业发展学校发展过程中有关树立生态意识、做好基础设计、强调教学实践等经验,对我国教师教育协同创新生态体系的构建具有借鉴意义。
Ecosystem is important to support collaborative innovation of teacher education in the United States of America. Professional Development School （PDS） is a model of collaborative innovation of teacher education, which is also currently the main form of American University-School cooperation. During 30 years of development, University of Mississippi-PDS base on the ideas of Holmes Group and NAPDS, the guide of BRC, the basis of NPS, the model of ＂6C＂, to effectively build the ecosystem of PDS, and promoting collaborative innovation of teacher education. There is rich experience in University of Mississippi-PDS, such as establishing ecological consciousness, planning basic design, emphasizing teaching practice and so on. All these experience are great reference to construction an ecosystem of collaborative innovation of Teacher Education in China.
作者
杨思帆
YANG Sifan(School of Education, Chongqing Normal University, Chongqing 401331)
出处
《比较教育研究》
CSSCI
北大核心
2017年第4期99-105,共7页
International and Comparative Education
基金
重庆市社科规划课题培育项目"美国教师教育协同创新体系研究"(项目编号:2014PY74)的阶段性成果
