教师教育共同体的学术逻辑与治理模型——以活动理论和治理理论为视角

发布时间：2018-06-16 18:24

本文选题：教师教育共同体 + 活动理论　；参考：《首都师范大学学报(社会科学版)》2017年06期

【摘要】：教师教育共同体是我国教育改革深入发展的产物。它重视实践,实现跨界合作,建立大学与中小学伙伴关系,聚焦教育教学活动,实施问题研究,促进教师专业发展,推动中小学教育质量提升和教育公平的落实。活动理论给予教师教育共同体有力的学理支持,治理理论为教师教育共同体管理提供重要的理论支持,在上述两种理论观照下,建立教师教育共同体的善治模型,可为我国教师教育实践与理论提供参考。
[Abstract]:The community of teacher education is the product of the deep development of education reform in our country. It attaches importance to practice, realizes cross-border cooperation, establishes the partnership between universities and primary and secondary schools, focuses on educational and teaching activities, implements research on problems, promotes teachers' professional development, and promotes the quality of primary and secondary education and the implementation of educational equity. The activity theory gives the teacher education community a powerful theoretical support, and the governance theory provides important theoretical support for the management of the teacher education community. Under the above two theories, the good governance model of the teacher education community is established. It can provide reference for the practice and theory of teacher education in our country.
【作者单位】：首都师范大学高等教育研究所;
【基金】：全国教育科学“十二五”规划2013年度教育部重点课题“大学与中小学共建教师专业发展共同体的治理研究”(课题编号:DFA130244)
【分类号】：G650

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