小学教师参与U-S合作的问题与对策研究.pdfVIP

论 文 摘 要 University-School 合作（简称 U-S 合作，下同），是指大学研究者，尤其是教育 研究者与中小学的合作。在我国，U-S 合作自 20 世纪 80 年代以来兴起发展，至今也有 近 30 年的发展历程。U-S 合作不仅进一步推动了教育理论与实践关系的讨论，更成为 进一步推进中小学教育发展的有效途径与专业力量之一。 近年来，随着国际上 U-S 合作的推广及我国教育发展的深入，越来越多的 U-S 合作 研究关系被建立起来，合作研究作为教师教育的重要途径之一也逐渐被认可，然而在具 体实践中，依然存在不少问题阻碍了U-S 合作的顺利有效进行。由于小学教师这个群体 在组织结构中的特殊性，导致小学教师在参与 U-S 合作中存在的问题极易被忽略。然而 小学教师作为 U-S 合作的主体之一，其参与状况与 U-S 合作的有效性息息相关，甚至是 影响合作有效性的重要因素之一。 因此，本文所关注的核心即是小学教师在U-S 合作过程中的参与问题，通过文献研 究辅以问卷调查，总结和归纳现存问题，分析其影响因素，进而针对问题提出相应的完 善策略。 关键词：U-S 合作，小学教师参与，问题与对策 5 / 42 ABSTRACT University-School cooperation (referred to as the U-S co-operation) means the cooperation between university researchers and schools. In China, the U-S co-operation begins since the 1980s, so far there are nearly 30 years of development history. U-S cooperation is not only to promote further discussion of the relationship of educational theory and practice, but also a more effective ways to further promote the development of primary and secondary education. In recent years, with U.S. cooperation in the international promotion and depth of Chinas educational development, a growing number of U-S cooperative research relationship is established, one of the collaborative research as an important way of Teacher Education is also gradually being recognized, however, in practice , there are still many problems hinder the U-S cooperation. The special nature of this group of primary school teachers in the organizational structure, leading to primary school teachers in the phenomenon of passive participation in the U-S cooperation can easily be ignored, however, primary school teachers as one of the main body of the U-S cooperation, the effectiveness of their participation and cooperation are closely related, or even