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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2026年05期

页码:

175-184

栏目:

教育改革与发展

出版日期:

2026-10-20

文章信息/Info

Title:

From Disciplinary Excellence to Teacher Education Capacity:Translating the Advantages of Comprehensive Universities into Teacher Education

作者:

孙恺悌 张云婷 胡骁芹

华南师范大学 教师教育学部

Author(s):

SUN Kai-ti ZHANG Yun-ting HU Xiao-qin

College of Teacher Education, South China Normal University

关键词:

“国优计划”; 综合性大学; 教师教育能力; 组织响应; 优势转化

Keywords:

Guoyou Program;  comprehensive universities;  teacher education capacity;  organizational response;  translation of institutional advantages

分类号:

G659.21

DOI:

10.14138/j.1001-4519.2026.05.017510

文献标志码:

A

摘要:

在“国优计划”扩围背景下，非师范类的高水平综合性大学正成为研究生层次中小学科学类课程教师培养的重要力量，其学科、科研与生源优势如何转化为教师教育能力成为需要回应的重要问题。基于教育部政策文本与试点高校公开资料，本文从组织响应、现实张力与机制优化三个层面分析综合性大学参与教师教育过程中学科优势向教师教育能力的转化。研究发现，试点高校已形成校级统筹、教育院系支撑、专业学院协同、跨校联合培养和实践共同体联动等组织方式，但优势转化仍受课程衔接、实践组织、导师协同、从教稳定和质量反馈等因素制约。综合性大学教师教育的关键，在于通过招生甄别、课程整合、实践共育、导师协同、从教支持和持续评价，将既有学科卓越转化为稳定的教师教育能力。

Abstract:

With the expansion of the National Excellent Primary and Secondary School Teacher Training Program (“Guoyou Program”), high-level comprehensive universities outside the traditional normal-university sector are becoming increasingly important in the preparation of primary and secondary school teachers for science-related subjects at postgraduate level. A key question is how their strengths in academic disciplines,research, and the quality of their student intake can be translated into teacher education capacity. Drawing on policy documents issued by the Ministry of Education and publicly available materials from pilot universities,this study examines the transformation of disciplinary advantages into teacher education capacity at three levels: organizational responses, practical tensions, and mechanism optimization. The findings show that pilot universities have developed multiple organizational approaches, including university-level coordination,support from education-related schools and departments, collaboration with schools specializing in particular disciplines, inter-university joint training, and collaboration within practice communities. However, the transformation of institutional advantages continues to be constrained by weak curricular articulation,limitations in the organization of practicum experiences, insufficient mentor coordination, uncertainty in graduates’ commitment to teaching, and underdeveloped quality-feedback mechanisms. The key to strengthening teacher education in comprehensive universities lies in translating existing disciplinary excellence into stable teacher education capacity through candidate selection, curriculum integration, collaborative practice-based preparation, mentor coordination, support for pursuing teaching careers, and continuous evaluation.

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更新日期/Last Update: 2026-10-20