张世明

摘  要：“卓越教师培养计划”的探讨与实践存在几个路径性偏差：理论探讨的重点放在关于卓越教师应当具备的种种要求上，缺乏对具体实现路径的切实探讨;对卓越教师的要求一味地追求“高大全”，无视卓越与完备性要求之间的非对称性关系;侧重阶段性培养而非终职性“孵化”;对在职教师的发展侧重自外而内、自上而下的种种要求和规划而非以尊重和顺应教师自主性为基础的环境与条件的改善和服务。这些路径性偏差最终导致“卓越教师培养计划”在实践中呈现口号化、形式化的现象。

关键词：卓越教师;培养计划;路径性偏差

中图分类号：C961 文献标志码：A 文章编号：2096-000X（2019）13-0146-04

Abstract： There are several path deviations in the discussion and practice of "Excellent Teacher Training Plan"： the focus of theoretical discussion is on the various requirements that excellent teachers should have， the lack of practical exploration of the specific implementation path， and the pursuit of outstanding teachers. "High and complete"， ignoring the asymmetry between the requirements of excellence and completeness; focusing on the staged training rather than the "incubation" of the final job; focusing on the requirements of the in-service teachers from the outside and from the top down and the improvement and service of the environment and conditions based on planning and not respecting and adapting to teacher autonomy. These path deviations eventually led to the slogan and formalization of the "Excellent Teacher Development Program" in practice.

Keywords： excellent teacher; training plan; path deviation

2014年教育部發布了《关于实施卓越教师培养计划的意见》，卓越教师的培养正式提上日程。承担卓越教师培养计划的相关机构，尤其相关高校对此高度重视，纷纷以实际行动展开相应的落实和建设工作。卓越教师培养由此成为相关高校教育活动的重要构成部分，也成为整个国家层面夯实教育后劲的重大举措。学术界也围绕“卓越教师培养计划”展开了广泛和深入的探讨。成绩总是伴随着不足，在围绕“卓越教师培养计划”的探讨与实践中，存在一些非常明显的路径性偏差。

一、理论探讨的重点放在卓越教师应当具备的种种要求而非实现路径之上

在“卓越教师培养计划”的理论探讨中，学者将焦点主要集中在卓越教师应当具备的种种要求上（见后文：二），而对这些要求如何在实践中得以具体化的操作路径缺乏切实的探讨。……