本文選題：教師教育　切入點(diǎn)：U-S　出處：《西南大學(xué)》2012年博士論文　論文類型：學(xué)位論文

【摘要】：社會(huì)分工使教師成為一門職業(yè),并向?qū)I(yè)方向發(fā)展。然而,教師專業(yè)是技能性與適應(yīng)性相融的專業(yè),其專業(yè)知識(shí)和技能在對(duì)象上的可遷移性較小,勝任這種工作不僅需要現(xiàn)成的專業(yè)知識(shí)與技能,更需要專業(yè)智慧。由于大學(xué)與中小學(xué)在培養(yǎng)教師上述專業(yè)素養(yǎng)方面各有優(yōu)勢(shì),所以教師教育需要大學(xué)(University)與中小學(xué)(School)共生性合作(簡(jiǎn)稱U-S合作)。 U-S共生性合作區(qū)別于傳統(tǒng)U-S合作之處在于它強(qiáng)調(diào)合作雙方的平等地位和共同利益,并追求共生,這種合作歸根結(jié)底是一種協(xié)商性交易。在這場(chǎng)大學(xué)與中小學(xué)的交易中,教師教育大學(xué)化、一體化以及隨之而產(chǎn)生的教師教育范式轉(zhuǎn)變,客觀上需要中小學(xué)向大學(xué)提供支持；而中小學(xué)的辦學(xué)條件改善、教師自身專業(yè)發(fā)展以及中小學(xué)生學(xué)習(xí)績(jī)效的提升同樣也需要大學(xué)提供幫助,這種相互需求為U-S合作提供必要性。同時(shí),大學(xué)與中小學(xué)各自在教師教育上的優(yōu)勢(shì)又為雙方合作提供可能。這種必要性和可能性共同構(gòu)成了教師教育U-S共生性合作的發(fā)生機(jī)制。 如果說U-S共生性合作的發(fā)生機(jī)制是從邏輯層面對(duì)U-S共生性合作的必然性進(jìn)行詮釋的話,那么,其歷史淵源和當(dāng)下模態(tài)則是U-S共生性合作的縱向呈現(xiàn)。早在19世紀(jì)末杜威創(chuàng)辦實(shí)驗(yàn)學(xué)校時(shí),大學(xué)與中小學(xué)的合作就已露端倪,但制度化的U-S共生性合作肇始于20世紀(jì)80年代的美國。20世紀(jì)90年代以后,U-S共生性合作作為教師教育改革和中小學(xué)教育改革的重要實(shí)踐形式現(xiàn)身于包括中國在內(nèi)的諸多國家或地區(qū),并不斷地開花結(jié)果,呈上升趨勢(shì)。目前,U-S共生性合作的目標(biāo)、內(nèi)容及方式逐漸制度化和規(guī)范化。 放眼世界,英國的伙伴關(guān)系(Partnership)學(xué)校和美國的教師專業(yè)發(fā)展學(xué)校(PDS)可謂教師教育U-S共生性合作的典范,在一定程度上代表了未來教師教育U-S共生性合作的發(fā)展方向。英美等國之所以能實(shí)現(xiàn)U-S合作關(guān)系的持續(xù)發(fā)展,其原因縱然很多,但他們成功的經(jīng)驗(yàn)表明,追求共生以及政府大力支持,無疑是大學(xué)與中小學(xué)持久合作的重要條件。當(dāng)然,在實(shí)施過程中,它們也都存在諸多普遍性的問題,主要表現(xiàn)為文化博弈、角色沖突、資金短缺等等。 回視國內(nèi),我國U-S共生性合作于上世紀(jì)九十年代產(chǎn)生以后,一批批極具影響力的合作項(xiàng)目掀起了一股強(qiáng)有力的U-S共生性合作熱潮。然而,受大學(xué)以及中小學(xué)的路徑依賴、評(píng)價(jià)方式和組織邊界的約束,U-S共生性合作不可避免地面臨諸多困境和矛盾,這種矛盾不僅困擾著大學(xué),中小學(xué)也在所難免,構(gòu)成了大學(xué)和中小學(xué)參與U-S合作的結(jié)構(gòu)性障礙；加之,當(dāng)前我國U-S共生性合作缺乏制度激勵(lì),所以合作過程中的異質(zhì)性資源依賴感不強(qiáng),合作主體對(duì)合作行為的合法性認(rèn)同嚴(yán)重不足,合作協(xié)調(diào)機(jī)制缺位等等,構(gòu)成了我國U-S共生性合作的新困境。 U-S共生性合作困境具有復(fù)雜的生成機(jī)理,它不僅是大學(xué)和中小學(xué)組織行為中各種有序的結(jié)構(gòu)性因素影響的結(jié)果,更是行動(dòng)領(lǐng)域中行動(dòng)者無序的、充滿策略性的非結(jié)構(gòu)性因素作用的產(chǎn)物。在U-S合作過程中,大學(xué)和中小學(xué)都是獨(dú)立的組織系統(tǒng),有著不同的組織行為方式,這種不同的行為方式直接影響了U-S共生性合作實(shí)效。同時(shí),U-S合作作為一種協(xié)商性交易,交易需要基于雙方的共同利益,當(dāng)交易過程中出現(xiàn)異質(zhì)性資源的依賴感不強(qiáng)或合法性認(rèn)同分歧時(shí),U-S合作困境也難以避免；加之,大學(xué)與中小學(xué)都屬于有限理性主體,并存在著資產(chǎn)專用性問題和機(jī)會(huì)主義傾向,其合作必然存在交易費(fèi)用,這種交易費(fèi)用成了U-S共生性合作過程中的“摩擦力”。于是,這些結(jié)構(gòu)性因素和非結(jié)構(gòu)性因素共同構(gòu)成了U-S共生性合作困境產(chǎn)生的變量。 當(dāng)然,盡管這些合作困境具有一定的必然性,但卻可以通過制度加以規(guī)避。因此,U-S合作要走出困境,必須進(jìn)行制度變革。但是,變革必須以合作雙方的需求為合作導(dǎo)向,以利益調(diào)整為合作核心,以制度創(chuàng)新為合作保障。這構(gòu)成了教師教育U-S共生性合作的制度變革邏輯。在此基礎(chǔ)上,構(gòu)建政府統(tǒng)籌的U-S合作管理體制,由政府賦予中小學(xué)培養(yǎng)教師的義務(wù),并對(duì)該義務(wù)進(jìn)行補(bǔ)償；建立大學(xué)與中小學(xué)長(zhǎng)期合作機(jī)制,明確分工,民主決策,規(guī)范運(yùn)作程序,保障合作資源；創(chuàng)設(shè)大學(xué)與中小學(xué)目標(biāo)兼容的激勵(lì)制度,力圖實(shí)現(xiàn)大學(xué)、中小學(xué)管理者、中小學(xué)教師之間在合作過程中的目標(biāo)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.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：G451

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