“新师范”建设:打造校地协同伙伴关系 ——以华南师范大学创建国家教师教育创新实验区为例-清华大学教育研究

文章信息/Info

Title:: “New Normal Education” Construction:Building School-Community Collaborative Partnerships ——A Case Study of South China Normal University Establishing a National Innovation Zone for Teacher Education

Author(s):: WANG Hong¹ XIA Rui-yang²; 1.College of Teacher Education, South China Normal University, Guangzhou,Guangdong, 510631;2.School of Politics and Public Administration, South China Normal University

Keywords:: “New Normal Education” construction; school-community collaboration; teacher education; embeddedness

摘要:: “新师范”建设是广东省教师教育创新发展的重要行动,其中,构建有效的校地协同伙伴关系是其主要内容之一。文章以华南师范大学在该行动中创建国家教师教育创新实验区的实践探索为案例,从嵌入性理论视角出发,提出“五维嵌入”的构建机理。“新师范”建设高校要打造校地协同伙伴关系,应在结构嵌入上形成发展共同体,组织与推动人员互聘以链接信息、资源和利益相关者;在政治嵌入上通过签订具有契约性质的合作协议筑牢校地政治关系;在文化嵌入上融独创理念于培训和打造品牌文化论坛以实现先进文化传播和分享;在业务嵌入上以具有标识性的独特模式创新整合校地资源和优势进入各方主导的教育业务供应链;在技术嵌入上通过传递与应用人工智能为代表的新信息技术以满足地方教师教育智能化需要并为校地教育合作过程赋能。

Abstract:: The construction of the “New Normal Education” is an important action for the innovative development of teacher education in Guangdong Province, with the establishment of effective school-community collaborative partnerships being a central component. This article takes the practical exploration of South China Normal University in creating a national innovation zone for teacher education as a case study. It proposes the construction mechanism of “Five-dimensional Embedding” according to embeddedness theory. To achieve this, universities involved in the “New Normal Education” construction must: (1)in structural embedding, form communities of development, organize and promote personnel exchange to connect information, resources, and stakeholders; (2)in political embedding, solidify school-community political relations by signing cooperative agreements with contractual nature; (3)in cultural embedding, integrate original ideas into training and create branded culture forums for the dissemination and sharing of advanced culture; (4)in business embedding, integrate school-community resources and advantages into either dominant educational business supply chain by distinctive and unique model innovation; and (5)in technological embedding, leverage new information technologies, such as artificial intelligence, to meet the needs of local teacher education intelligentization and to empower the school-community education collaboration process.