摘要
在家校社协同育人的实践中,学校居于主导地位,教师承担着主导责任,培养具备家校社协同能力的教师是提升我国总体协同育人水平的关键。针对现有教师家校社协同胜任力低、协同育人能力构成尚不明晰等问题,采用德尔菲法对教师的家校社协同育人能力构成要素进行探索,构建了教师的家校社协同能力指标体系,即协同引导能力、协同组织能力、沟通交流能力、评价反馈能力4个一级指标,以及一级指标下的13个二级指标构成。展望未来,完善教师职前职后培养体系、提升教师家校社协同境界、推动教师评价机制革新是提升教师家校社协同能力的有效路径。
In the practice of home-school cooperative education,the school plays a dominant role and the teacher assumes the leading responsibility.Training teachers with home-school-community cooperative ability is the key to improving the overall cooperative education level in our country.Aiming at the existing problems such as low collaborative competence of teachers′home-school-community cooperative and unclear composition of collaborative education ability,the Delphi method is adopted to explore the constituent elements of teachers′collaborative education ability.The results show that teachers′home-school community coordination ability is composed of four first-level indicators,including cooperative guidance ability,cooperative organization ability,communication ability,evaluation and feedback ability,and 13 second-level indicators under the first-level indicator.Looking into the future,improving teachers′pre-service and post-service training system,enhancing teachers′coordination realm,and promoting teacher evaluation mechanism innovation are effective ways to improve teachers′coordination ability.
作者
王连照
梁富玲
WANG Lianzhao;LIANG Fuling(School of Education,Tianjin Normal University,Tianjin 300380,China)
出处
《河南科技学院学报（社会科学版）》
2023年第4期26-33,共8页
Journal of Henan Institute of Science and Technology
基金
国家社会科学基金一般项目“新时代劳动教育落实机制研究”(BGA190045),主持人:王连照。
关键词
家校社协同
教师主导
协同育人
home-school-community collaboration
teacher-led
collaborative education
