摘要
为满足民族地区乡村振兴对教育资源均衡发展的社会需求,本研究从发展中国式教育现代化与民族地区教师教育体系特色化的目的出发,围绕民族地区教师教育对象、教育环境、教育目标及育人任务等特殊性,从多中心治理理论层面提出民族地区教师教育机构应赋有系统完善的顶层设计,多元协同参与教师教育发展;从结果导向原则层面提出民族地区教师教育对象应具备需求导向的综合素养,积极主动服务教师教育发展;从制度文化逻辑层面提出民族地区教师教育模式应进行创新探索的特色转型,扎实有效推动教师教育发展,并在民族地区教师教育发展问题上观照现实基础,协同解决民族地区参与教师教育刚性要求与弹性要求之间的张力,系统缓解民族地区特色教师教育体系学术性与师范性之间的矛盾,客观分析民族地区特色教师教育体系价值理想与制度发展之间的匹配度。从外化策略、基本内容、内生活力三个层面建立协调联动的民族地区教师教育体系,赋能创新活力的民族地区教师教育模式,锻造扎实全面的民族地区教师综合素养,以推动民族地区教师教育发展。
In order to meet the social demand for the balanced development of educational resources for the revitalization of rural areas in ethnic minority areas,this study takes the initiative to respond to the modernization of Chinese-style education and the characteristics of teacher education system in ethnic minority areas,focusing on the particularities of teachers'education objects,education environment,education goals and education tasks in ethnic minority areas.From the perspective of multi-center governance theory,it is proposed that teacher education institutions in minority areas should be equipped with a systematic and perfect top-level design to participate in the development of teacher education with multiple cooperation.From the aspect of result-oriented principle,the author puts forward that the target of teacher education in minority areas should have demand-oriented comprehensive quality and actively serve the development of teacher education.From the perspective of institutional and cultural logic,it is proposed that the model of teacher education in ethnic minority areas should undergo a characteristic transformation of innovative exploration,so as to promote the development of teacher education in a solid and effective way,and look at the realistic basis for the development of teacher education in ethnic minority areas,so as to jointly solve the tension between the rigid and elastic requirements of participation in teacher education in ethnic minority areas.Systematically alleviate the contradiction between the academic and pedagogical characteristics of the teacher education system in minority areas,and objectively analyze the matching degree between the value ideal and the system development of the teacher education system in minority areas.Establish a coordinated and interconnected teacher education system in ethnic minority areas from the three levels of externalization strategy,basic content and endogenous vitality,enable innovative and dynamic teacher education model in ethnic minority areas,and forge solid and comprehensive comprehensive quality of teachers in ethnic minority areas,so as to promote the development of teacher education in ethnic minority areas.
作者
王玲
Wang Ling(Belt and Road Development Research Institute,Yili Normal University,Xinjiang,Yining,835000;Institute of Education,Nanjing University,Jiangsu,Nanjing,21002333)
出处
《教师教育论坛》
2024年第5期8-16,共9页
Teacher Education Forum
基金
伊犁师范大学“一带一路”发展研究院开放课题一般项目““一带一路”和全球疫情背景下新疆高等教育国际化的风险与应对研究”(编号:YDYL2022YB009)。
关键词
民族地区教师教育体系特色化
教师教育模式
制度逻辑
实践理路
Characteristic of teacher education system in minority areas
Teacher education model
System logic
Theory of practice
