摘要
粤港澳大湾区一流中文教师教育体系是国际一流湾区建设的重要部分。通过对公开发布的文件、数据等文献资料,从中文教师教育院校机构、学科专业、课程、师资队伍和人才培养5个角度进行数据挖掘和内容分析,我们发现当前大湾区中文教师教育体系建设呈现异质性与非均衡性特征。具体表现在:中文教师教育院校资源不均衡,师范院校主体地位不突出;中文教师教育专业整体水平有待提升,学科基础相对薄弱;中文教师教育课程结构及内容相似,呈现差异化课程取向;中文教师教育师资队伍内部差异大,高水平师资有待加强;高层次中文教师教育人才培养不足,难以满足本地师资需求。据此提出以下建设路径:完善以师范院校为主体、高水平综合大学共同参与的一流中文教师教育体系;以中文教师教育学科重构为引领,促进一流中文教师教育专业建设;形成具有粤港澳大湾区“新师范”特色的一流中文教师教育课程设置;建设高水平、专业化、大中小跨界合作的一流中文教师教育者队伍;强化研究生层次一流中文教师教育人才的协同培养与湾区内部流动。
Abstract
A first-class Chinese language teacher education (CLTE) system in Guangdong-Hong Kong-Macao Greater Bay Area (GBA) is a crucial component of building an international first-class bay area. To systematically examine the current state of this system, this study employs data mining and content analysis methods to analyze publicly released documents, statistical data, and other related literature about the current situations of the CLTE system in GBA. The analysis focuses on five core dimensions of Chinese language teacher education: CLTE institution settings, discipline and program development, curriculum designs, faculty teams, and pre-service teachers cultivation. The findings reveal that the current development of the Chinese language teacher education system in the GBA is characterized by heterogeneity and imbalance, with specific manifestations as follows: (1) The distribution of resources among institutions offering Chinese language teacher education is uneven, and the leading role of normal universities remains underemphasized;
(2) the level of CLTE majors needs to be improved, and their discipline foundation is relatively weak; (3) the structure and content across CLTE curriculums in SCNU and EdUHK are similar, but their orientations differ; (4) Significant internal disparities exist within faculty teams of Chinese language teacher education, and the cultivation and recruitment of high-caliber faculty require further strengthening; (5) the cultivation of highly educated pre-service Chinese language subject teachers is insufficient, which makes it difficult to meet the quantity and quality needs of local teachers. Based on these findings, this study proposes five targeted development paths to advance the construction of a first-class Chinese language teacher education system in the GBA: Improve the system structure by making normal universities the core, while encouraging the participation of high-level comprehensive universities to form a collaborative ecosystem for Chinese language teacher education; Guide the development of first-class CLTE programs through the reconstruction of the CLTE discipline, with a focus on strengthening disciplinary foundations and promoting transdisciplinary integration; Design distinctive curricula that align with the “New Teacher Education Initiative” in the GBA, integrating regional cultural characteristics, educational development needs, and cutting-edge pedagogical theories; Build a high-quality, professional faculty team for Chinese language teacher education, and establish a collaborative mechanism for talent cultivation across primary schools, secondary schools, and universities to enhance faculty practical competence; Strengthen the collaborative cultivation of postgraduate-level talents in Chinese language teacher education, strengthening the collaborative cultivation and internal flow of first-class pre-service Chinese language subject teachers of postgraduate level.
关键词
粤港澳大湾区 /
教师教育体系 /
中文教师教育 /
学科教师教育
Key words
the Guangdong-Hong Kong-Macao Greater Bay Area /
teacher education system /
Chinese language teacher education /
subject or discipline-based teacher education
朱旭东, 罗仁杰, 刘丽莎.
粤港澳大湾区一流中文教师教育体系建设:现状与路径[J]. 语言战略研究. 2025, 10(5): 68-86 https://doi.org/10.19689/j.cnki.cn10-1361/h.20250506
Zhu Xudong, Luo Renjie and Liu Lisha.
Construction of First-Class Chinese Language Teacher Education System in Guangdong-Hong Kong-Macao Greater Bay Area: Current Situations and Future Directions#br#[J]. Chinese Journal of Language Policy and Planning. 2025, 10(5): 68-86 https://doi.org/10.19689/j.cnki.cn10-1361/h.20250506
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基金
国家社会科学基金2021年度教育学重大课题“中国共产党百年教育方针研究”(VAA210001),教育部人文社会科学研究重大课题“中国教师教育质量的基本理论研究”(19JJD880002)。