教师教育U-S共生性合作问题研究

发布时间：2018-03-20 08:04

本文选题：教师教育　切入点：U-S　出处：《西南大学》2012年博士论文　论文类型：学位论文

【摘要】：社会分工使教师成为一门职业,并向专业方向发展。然而,教师专业是技能性与适应性相融的专业,其专业知识和技能在对象上的可迁移性较小,胜任这种工作不仅需要现成的专业知识与技能,更需要专业智慧。由于大学与中小学在培养教师上述专业素养方面各有优势,所以教师教育需要大学(University)与中小学(School)共生性合作(简称U-S合作)。 U-S共生性合作区别于传统U-S合作之处在于它强调合作双方的平等地位和共同利益,并追求共生,这种合作归根结底是一种协商性交易。在这场大学与中小学的交易中,教师教育大学化、一体化以及随之而产生的教师教育范式转变,客观上需要中小学向大学提供支持；而中小学的办学条件改善、教师自身专业发展以及中小学生学习绩效的提升同样也需要大学提供帮助,这种相互需求为U-S合作提供必要性。同时,大学与中小学各自在教师教育上的优势又为双方合作提供可能。这种必要性和可能性共同构成了教师教育U-S共生性合作的发生机制。如果说U-S共生性合作的发生机制是从逻辑层面对U-S共生性合作的必然性进行诠释的话,那么,其历史渊源和当下模态则是U-S共生性合作的纵向呈现。早在19世纪末杜威创办实验学校时,大学与中小学的合作就已露端倪,但制度化的U-S共生性合作肇始于20世纪80年代的美国。20世纪90年代以后,U-S共生性合作作为教师教育改革和中小学教育改革的重要实践形式现身于包括中国在内的诸多国家或地区,并不断地开花结果,呈上升趋势。目前,U-S共生性合作的目标、内容及方式逐渐制度化和规范化。放眼世界,英国的伙伴关系(Partnership)学校和美国的教师专业发展学校(PDS)可谓教师教育U-S共生性合作的典范,在一定程度上代表了未来教师教育U-S共生性合作的发展方向。英美等国之所以能实现U-S合作关系的持续发展,其原因纵然很多,但他们成功的经验表明,追求共生以及政府大力支持,无疑是大学与中小学持久合作的重要条件。当然,在实施过程中,它们也都存在诸多普遍性的问题,主要表现为文化博弈、角色冲突、资金短缺等等。回视国内,我国U-S共生性合作于上世纪九十年代产生以后,一批批极具影响力的合作项目掀起了一股强有力的U-S共生性合作热潮。然而,受大学以及中小学的路径依赖、评价方式和组织边界的约束,U-S共生性合作不可避免地面临诸多困境和矛盾,这种矛盾不仅困扰着大学,中小学也在所难免,构成了大学和中小学参与U-S合作的结构性障碍；加之,当前我国U-S共生性合作缺乏制度激励,所以合作过程中的异质性资源依赖感不强,合作主体对合作行为的合法性认同严重不足,合作协调机制缺位等等,构成了我国U-S共生性合作的新困境。 U-S共生性合作困境具有复杂的生成机理,它不仅是大学和中小学组织行为中各种有序的结构性因素影响的结果,更是行动领域中行动者无序的、充满策略性的非结构性因素作用的产物。在U-S合作过程中,大学和中小学都是独立的组织系统,有着不同的组织行为方式,这种不同的行为方式直接影响了U-S共生性合作实效。同时,U-S合作作为一种协商性交易,交易需要基于双方的共同利益,当交易过程中出现异质性资源的依赖感不强或合法性认同分歧时,U-S合作困境也难以避免；加之,大学与中小学都属于有限理性主体,并存在着资产专用性问题和机会主义倾向,其合作必然存在交易费用,这种交易费用成了U-S共生性合作过程中的“摩擦力”。于是,这些结构性因素和非结构性因素共同构成了U-S共生性合作困境产生的变量。当然,尽管这些合作困境具有一定的必然性,但却可以通过制度加以规避。因此,U-S合作要走出困境,必须进行制度变革。但是,变革必须以合作双方的需求为合作导向,以利益调整为合作核心,以制度创新为合作保障。这构成了教师教育U-S共生性合作的制度变革逻辑。在此基础上,构建政府统筹的U-S合作管理体制,由政府赋予中小学培养教师的义务,并对该义务进行补偿；建立大学与中小学长期合作机制,明确分工,民主决策,规范运作程序,保障合作资源；创设大学与中小学目标兼容的激励制度,力图实现大学、中小学管理者、中小学教师之间在合作过程中的目标兼容。
[Abstract]:The social division of labor make teachers become an occupation, and to professional direction. However, the teachers' professional skills and adaptability of professional integration, their professional knowledge and skills in the object on the mobility of small, this kind of work requires not only professional knowledge and skills available, need more professional wisdom. Because the Universities and schools in the professional training of teachers have their own advantages, so the requirement of Teacher Education University (University) and secondary (School) symbiotic Cooperation (U-S cooperation).
U-S symbiotic cooperation is different from the traditional U-S cooperation lies in its emphasis on equal status of cooperation and common interests, and the pursuit of symbiosis, this cooperation is a negotiated deal after all. In the field of universities and schools trades in the Universitization of teacher education, integration and transformation to the resulting paradigm of teacher education. Objective to provide support to primary and secondary schools; and primary and secondary schools to improve school conditions, teachers' professional development and improve the learning performance of primary and middle school students also need the university to help, this mutual demand for U-S cooperation is necessary. At the same time, universities and schools in their respective teachers' educational advantage and provide the possibility for both sides cooperation mechanism. The necessity and possibility to constitute U-S symbiotic cooperation in teacher education.
If the occurrence mechanism of U-S symbiotic cooperation is explained from the necessity of logic level U-S symbiotic cooperation if so, its historical origin and the present mode is vertical presentation U-S symbiotic cooperation. At the end of the nineteenth Century Dewey founded experimental school, the University School Cooperation has emerged however, the institutionalization of U-S symbiotic cooperation began in 1980s in the United States.20 century after 90s, U-S symbiotic cooperation as an important form of practice of teacher education reform and education reform in primary and secondary schools, including Chinese appeared in many countries or regions, and continue to blossom, is on the rise. At present, U-S symbiotic cooperation target the way, and gradually institutionalized and standardized.
British partners have the whole world in view, (Partnership) the school teacher professional development school and the United States (PDS) is a model of U-S symbiotic cooperation in teacher education, to a certain extent, represents the future direction of development of teacher education U-S symbiotic cooperation. Other countries can achieve the sustainable development of U-S cooperation, even though many reasons however, their successful experience shows that the pursuit of symbiosis and government support, is undoubtedly a university and an important condition for lasting cooperation between primary and secondary schools. Of course, in the implementation process, they also have many common problems, mainly for Cultural Games, role conflict, shortage of funds and so on.
Back home, after China's U-S symbiotic cooperation in the last century, in 90s, a group of influential projects launched a powerful U-S symbiotic cooperation boom. However, by relying on the University and the path of primary and secondary school, evaluation methods and organization boundary constraints, U-S symbiotic cooperation inevitably face many difficulties and contradictions, the contradiction is not only plagued the University, schools also can hardly be avoided, universities and schools constitute the structural obstacles in U-S; in addition, the current U-S symbiotic cooperation is lack of incentive system, so the heterogeneous resources in the process of cooperation and sense of dependence is not strong, the legitimacy of identity cooperative cooperative behavior the mechanism of cooperation and coordination in the absence of a serious shortage, etc., constitute a new dilemma of our U-S symbiotic cooperation.
U-S symbiotic cooperation dilemma has complicated mechanism, it is not only affect the university organizational behavior and structural factors of various primary and middle schools in the order of the result is the actors in the field of product function disordered action, full of strategies of non structural factors in U-S. In the process of cooperation, universities and schools are organizing system independent, has a different organizational behavior, the different behavior directly affects U-S symbiotic cooperation results. At the same time, U-S cooperation as a negotiated transaction, the transaction needs to be based on the common interests of both sides, when the dependence of heterogeneous resources in the transaction process is not strong sense of identity or legal differences, U-S is difficult to avoid the dilemma of cooperation; in addition, universities and schools are bounded rational agents, and the existence of asset specificity and opportunism tendency, the inevitable cooperation and transaction cost, Such transaction costs become frictional force in the symbiotic cooperation process of U-S. Therefore, these structural factors and non structural factors together constitute the variables generated by U-S's symbiotic cooperation dilemma.
Of course, although the cooperation dilemma is inevitable, but can be circumvented by the system. Therefore, U-S cooperation to get out of trouble, must carry out system reform. However, the change must be based on the cooperation between the two sides needs cooperation oriented, with the adjustment of interests for cooperation in the core, institutional innovation is the guarantee system reform. The logic of cooperation a U-S symbiotic cooperation in teacher education. On this basis, U-S cooperation management system construction of government co-ordination, provided by the government to cultivate teachers' compulsory primary and secondary schools, and to compensate the duty; to establish long-term cooperation mechanism, University and primary school in the clear division of labor, democratic decision-making, standard operation procedures, security cooperation to create resources; the university is compatible with the goals of elementary and middle schools of the incentive system, in order to realize the university management in primary and secondary schools, compatible in the process of cooperation between the goal of teachers primary and secondary schools.

【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G451

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