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| “国优计划”研究生教育政策的三维实施向度——基于哲学逻辑结构的阐析 |
| Three Dimensional Implementation of the "National Excellence Teacher Program" Postgraduate Education Policy—An Explanation Based on the Logical Structure of Philosophy |
| 投稿时间：2024-05-18 |
| DOI：10.19834/j.cnki.yjsjy2011.2024.05.02 |
| 中文关键词: 教育强国;“国优计划”;教师教育政策;科学教师;政策科学化 |
| 英文关键词: make China strong in education;"NEPSSTTP";teacher education policy;science teachers;make policy more rational |
| 基金项目:北京市教育科学"十四五"规划青年专项课题"教育强国背景下北京市科学教师专业素养测评与提升策略研究"(BCFA24115) |
| 作者 | 单位 | | 后慧宏 | 首都师范大学 教师教育学院, 北京 100037 | | 师欢欢 | 北京教育科学研究院 教师研究中心, 北京 100036 |
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| 中文摘要: |
| “国优计划”是培养研究生层次优秀中小学教师的教师教育政策,是建设教育强国、科技强国和人才强国的教育创举。已有相关研究忽略了推演此项政策实施中的超验情形,对“国优计划”研究生教育政策的战略性内蕴阐释不够彻底,对政策执行面临的风险研判不够成熟,致使政策落实理路缺乏系统性构建。为落实“国优计划”研究生教育政策的目标任务,选用哲学逻辑结构作为理论分析框架,从本体论向度理解尽用师生禀赋、集约配置师资、迭代育师建制的政策旨归,从认识论向度剖析通过道术兼顾、价值导正、施策创新来规避政策执行失真的理论逻辑,从方法论向度确立聚合优势、因校制宜、革新范式三种政策落实理路。以期此项研究生教育政策在精神落实、风险规避和执行增效中能够形成基本共识,为优秀中小学科学教师自主高质量培养提供保障。 |
| 英文摘要: |
| National Excellence Teacher Program(NEPSSTTP) is a teacher education policy to train postgraduate-level science teachers for primary and secondary schools, and an educational pioneering action to make China strong in education, science and technology, and talent training. The present studies have ignored the analysis of the transcendental situation in the implementation of the policy, with less thorough interpretation of the strategic connotation of the postgraduate education policy in the framework of the NEPSSTTP, and immature judgment of the risks in the implementation of the policy, resulting in the lack of systematic construction of the rational policy implementation path. In order to better achieve the goals and fulfill the tasks of the NEPSSTTP postgraduate education policy, the authors use the philosophical logic structure as the theoretical analysis framework to analyze how to understand the policy objectives such as full use of the endowment of teachers and students, the intensive allocation of teaching resources, and the iteration of teachers training system from the ontological dimension; the theoretic logic for avoiding distortions in policy implementation by paying equal attention to teaching theoretic concepts and imparting practical skills, correcting values guidance, and innovating implementation measures from the epistemological dimension; and the establishment of three policy implementation paths, namely, the aggregation of advantages, the adaptation to specific school conditions, and the creation of new paradigms from the methodological dimension. With the above analysis, the authors expect that this postgraduate education policy will be basically followed in implementing the guiding principle, avoiding risks, and increasing efficiency. The authors also hope that the policy will serve as a guarantee for high-quality training of excellent science teachers for primary and secondary schools. |
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