朱旭东｜推进师范教育改革创新：制度、体系、体制和机制

Zhu Xudong|Promote the Reform and Innovation of Normal Education: System, Institution, Setup and Mechanism

摘　要：学习贯彻党的二十大精神，不断推进师范教育改革创新，是把握“两个大局”、建设教育强国和中国特色师范教育体系的迫切要求，需要从制度、体系、体制和机制四个方面入手。在制度上，要推进资格制度、学位学历制度、招生制度、专业标准制度、专业认证的循证制度的改革创新，在体系上主要体现为以“五育”师资培养体系构建等为内容的改革创新，在体制上要围绕加强党对师范教育的领导等方面进行改革创新，在机制上要全面推进协同育人等机制的改革创新。构建中国特色师范教育体系是推进师范教育改革创新的逻辑起点和最终目的。

Abstract: To study and implement the spirit of the 20th CPC National Congress and constantly promote the reform and innovation of normal education is an urgent need to take the command of "Two Overall Situations" and build a strong education country and a normal education system with Chinese characteristics, which needs to start from four aspects: system, institution, setup and mechanism. In terms of system, the reform and innovation of qualification system, degree and diploma system, enrollment system, professional standard system, and evidence-based system of professional certification should be promoted. In terms of institution, it is mainly reflected in the reform and innovation of the construction of the "five education" teacher training system. In terms of setup, the reform and innovation around strengthening the Party's leadership over normal education and other aspects should be implemented. In terms of mechanism, the reform and innovation of mechanisms such as collaborative education should be comprehensively promoted. Building a normal education system with Chinese characteristics is the logical starting point and ultimate purpose of promoting the reform and innovation of normal education.

关键词：党的二十大精神；师范教育改革创新

Key words: the 20th CPC National Congress spirit; reform and innovation of normal education

党的二十大报告指出“全面贯彻党的教育方针，落实立德树人根本任务，培养德智体美劳全面发展的社会主义建设者和接班人”，“加强师德师风建设，培养高素质教师队伍，弘扬尊师重教社会风尚”，明确了未来五年乃至更长时期教师队伍建设的基本方向，它也是中共中央、国务院《关于全面深化新时代教师队伍建设改革的意见》(简称《意见》)中“加强师德师风建设，培养高素质教师队伍，倡导全社会尊师重教”这一指导思想的延续，表明党对教师队伍建设一贯的坚定立场和方向。无论是师德师风建设，还是高素质教师队伍的培养，抑或尊师重教风尚的倡导，都与师范教育改革创新紧密相关，甚至说，都要以师范教育改革创新为基础。我们要讨论的问题在于，基于党的二十大提出的加强教师队伍培养的要求，需要开展什么样的师范教育改革创新？不过在讨论这个主要问题之前，我们还需要阐述师范教育在学习贯彻党的二十大精神背景下的特殊地位。

The report of the 20th CPC National Congress pointed out that "comprehensively implement the Party's educational policy, complete the fundamental task of establishing virtue and cultivating people, cultivate socialist builders and successors with all around development of moral,intellectual,physical,aesthetics and labour education", "strengthen the construction of teaching style, cultivate high-quality teacher's group, and promote the social morality of respecting teachers and valuing education", which clearly defined the basic direction of the construction of teachers group in the next five years and even longer. It is also for the CPC Central Committee to continue the guiding ideology of "strengthening the construction of teaching and style, cultivating high-quality teacher group, and advocating respect for teachers and valuing education in the whole society" in the Opinions on Comprehensively Deepening the Reform of Teacher Group Construction in the New Era (hereinafter referred to as the Opinions) of the the CPC Central Committee and State Council,which indicates the Party's firm position and direction on the construction of teachers' team. Whether it is the construction of teachers' ethics, the cultivation of high-quality teacher group, or the advocacy of respecting teachers and valuing education, it is closely related to the reform and innovation of normal education, even on the basis of the reform and innovation of normal education. The point we want to discuss is what kind of reform and innovation of normal education needs to be carried out in terms of the requirements of strengthening the training of teachers put forward at the 20th CPC National Congress? However, we need to elaborate on the special status of normal education in the context of learning and implementing the spirit of the 20th CPC National Congress before discussing of this major issue.

师范教育在我国有着120年的历史，正如习近平总书记在2022年9月7日给创办于1902年前身为京师大学堂师范馆的北京师范大学“优师计划”师范生回信中所说，“北京师范大学是我国最早的现代师范教育高等学府，为国家培养了一大批优秀教师”，在这120年历史中，我国的师范院校经历过曲折和困难，尤其是“师范”校名更名的声音一直“余音绕梁”，面对这种声音师范人不是没有动摇过，但始终不忘办好师范的初心与理念信念，坚持改革创新，不断地履行国家对师范教育体系寄托的使命，完成中央对师范院校赋予的人才培养重任。师范院校承载着我国师范教育、培养高素质教师的重担。师范教育主要是指以师范院校为主体的教师教育，师范教育体系特指使师范院校得以运转的制度、体制和机制的系统，师范教育制度是指师范教育法律、政策、规定、规则等的统称，师范教育体制是指师范教育内外部权力关系的运行方式，师范教育机制是落实师范教育制度和体制以保障师范教育效能的整套办法。值得注意的是，在一个以世界、一流、特色为主要追求的大学办学方向特征背景下，师范院校的教师教育办学方向没有被同质化为综合性大学的教师教育方向，师范院校的教师教育得到了多学科的支撑，但它与大学其他专业教育相比更具复杂性。其复杂性在于它从诞生之日起就深深地刻上了师范、教育、心理等学科的烙印，即使是中文、数学、物理、化学、生物、地理、历史、政治等文理学科也带上了“教育”二字，也就是中文教育或汉语言文学教育、数学教育、物理教育、化学教育……因此师范院校作为一所大学其整体上都“姓师”，它的禀赋就是“师范”，它再如何增加经济学、法学、管理学、工学、医学……学科都摘不掉“师范”的帽子，而事实上，党中央也一再强调“师范”名字不改，这是党领导师范教育、师范院校的定海神针。正如《意见》所表明，“师范院校评估要体现师范教育特色，确保师范院校坚持以师范教育为主业，严控师范院校更名为非师范院校。开展师范类专业认证，确保教师培养质量。”为此，本研究基于党的二十大报告精神首先阐述了推进师范教育改革创新需回应的新时代要求，其次着重讨论了推进师范教育制度、体系、体制和机制的改革创新路径，进而提出中国特色师范教育体系建设的新时代方向。

Normal education has a history of 120 years in our country. As General Secretary Xi Jinping said in his reply to the normal students of the "Improve Excellent Teacher Plan" of Beijing Normal University, which was founded in 1902,formerly known as the Teacher's Training Faculty of Metropolitan University, on September 7,2022,"Beijing Normal University is the earliest modern normal education institutions of higher learning in China and has cultivated a large number of excellent teachers for the country." In this 120-year history, China's normal colleges and universities have experienced many difficulties.In particular, the voice of the name change of the "normal" school has been "lingering" and teachers have not wavered in the face of this voice, but they have never forgotten the original intention and belief of doing a good job in running the normal school, adhere to reform and innovation, continue to fulfill the mission entrusted by the state to the normal education system, and complete the task of talent training entrusted by the central government to normal colleges. Normal colleges take the responsibility of normal education and training high-quality teachers in China. Normal education mainly refers to teacher education with normal colleges as the main body. The normal education system refers in particular to the system of systems, setup and mechanisms that enable normal colleges to operate. The normal education system refers to the general designation of laws, policies, regulations, rules, etc. of normal education. The normal education system refers to the operation mode of the internal and external power relations of normal education.The normal education mechanism is a set of measures to implement the normal education system and mechanism to ensure the effectiveness of normal education. It is noteworthy that under the background of running a university directed by the world, first-class and characteristic, the direction of teacher education in normal colleges has not been homogenized into the that of in comprehensive universities. The teacher education in normal colleges has been supported by multiple disciplines, but it is more complex than other professional education in universities. Its complexity lies in that it has been deeply imprinted with the disciplines of normal education, education, psychology and so on since its birth. Even the liberal arts disciplines such as Chinese, mathematics, physics, chemistry, biology, geography, history, politics and others also bear the word "education", that is, Chinese education or Chinese language and literature education, mathematics education, physics education, chemistry education... Therefore, the normal university as a whole is featured by "teacher" . Its endowment is "teacher training", and the add of economics, law, management, engineering, medicine... can't get rid of the label "teacher-training". In fact, the Party Central Committee has repeatedly stressed that the name of "teacher training" should not be changed, which is the ultimate goal of the Party's leading teacher education and normal colleges. As stated in the Opinions, "The evaluation of normal colleges should reflect the characteristics of normal education, ensuring that normal colleges adhere to the main normal education, and strictly control the renaming of normal colleges to non-normal colleges. The professional certification of normal colleges should be carried out to ensure the quality of teacher training. Therefore, based on the spirit of the report of the 20th National Congress of the Communist Party of China, this study first expounds the requirements of the new era to be responded to in promoting the reform and innovation of normal education, and then focuses on the reform and innovation path to promote the reform and innovation of normal education system, institution, setup and mechanism, and then puts forward the new era direction of the construction of normal education system with Chinese characteristics.

一、全面推进师范教育改革创新需回应的新时代要求

1.To Comprehensively Promote the Reform and Innovation of Normal Education Responded to the Requirements of the New Era

不同时代对师范教育改革创新的要求是不同的，换句话说，每个时代都有对师范教育改革创新的制度、体系、体制和机制等的不同要求。进入新时代以来，中国师范教育改革创新也进入一个新阶段，要把握中华民族伟大复兴战略全局和世界百年未有之大变局的两个大局，满足在两个大变局背景下教育强国建设以及中国特色师范教育体系建设的要求。

Different times have different requirements for the reform and innovation of normal education. In other words, each era has different requirements for the system, institution, setup and mechanism of the reform and innovation of normal education. Since entering the new era, the reform and innovation of China's normal education has also entered a new stage. It is necessary to grasp the overall situation of the great rejuvenation strategy of the Chinese nation and the profound changes unseen in a century and meet the requirements of building a powerful country of higher education and building a normal education system with Chinese characteristics in the context of the two major changes.

(一)“两个大局”的宏观要求

（1） Macro Requirements of "Two Overall Situations"

新时代中国师范教育改革创新需满足中华民族伟大复兴战略全局和世界百年未有之大变局“两个大局”的宏观要求。中华民族伟大复兴的战略全局是新时代教育事业建设的基本遵循，也是师范教育事业的基本遵循，这个遵循就是中华民族伟大复兴战略全局培养什么人、为谁培养人和怎么培养人，最终是谁来培养人的问题，这是中国之问、时代之问。师范教育改革创新无论在制度还是在路径上都要以党的教育方针的贯彻落实为前提，更重要的是要以习近平总书记关于教师队伍建设的重要论述为指导思想。习近平总书记完整全面地论述了教师队伍建设的内容，包括教师使命和角色、师德师风建设、思想政治理论课教师队伍、哲学社会科学工作者队伍、科技工作者队伍、乡村教师队伍、教师培养和培训、“经师”和“人师”、“四有”好老师、“四个引路人”、四个相统一、“大先生”、尊师重教、党对教师队伍建设的领导等，师范教育改革创新必须以习近平总书记的这些重要论述为依据，推进制度、体系、体制和机制的建设。当然，师范教育改革创新还要迎接世界百年未有之大变局的挑战。世界百年未有之大变局对中国师范教育改革创新提出迫切要求，主要体现在中国携手全球发展中国家引领世界的力量正在崛起，无论在国际政治领域的多边主义的推动、经济领域的全球化推进、文化领域的国际软实力的发挥方面，还是在社会领域的国际合作和全球治理的加强方面，都彰显了中国在世界的领导力、影响力，这些力量的崛起遭遇了前所未有的挑战。美国等西方国家通过各种手段对中国崛起进行遏制、打压、阻挠，甚至制裁，体现在科技领域，掀起科技战略竞争甚至“战争”，尤其对关乎国家安全的军事领域的高科技及其教育进行“卡脖子”，这对中国师范教育改革创新来说是需要扛起来的大任。如何破解“卡脖子”？最终还是要靠科技教育的教师、工程教育的教师、科学教育的教师，显然科技教师教育、工程教师教育、科学教师教育等成为世界百年未有之大变局下中国师范教育改革创新要为之努力的领域。

The reform and innovation of China's normal education in the new era needs to meet the macro requirements of the overall strategic situation of the great rejuvenation of the Chinese nation and the "two overall situations" of the world's unprecedented changes in a century. The strategic overall situation of the great rejuvenation of the Chinese nation is the basic principle of the construction of education in the new era, and also the basic principle of the normal education. This principle is the question of who to train, for whom to train and how to train people in the overall situation of the great rejuvenation of the Chinese nation, and ultimately who to train people. This is the question of China and the times. Of course, the reform and innovation of normal education still needs to meet the challenges of great changes that have not occurred in the world for a hundred years. The profound changes unseen in a century have put forward urgent requirements for the reform and innovation of China's normal education, which are mainly reflected in the rising power of China's cooperation with global developing countries to lead the world, whether in the promotion of multilateralism in the international political field, the promotion of globalization in the economic field, the play of international soft power in the cultural field, or in the strengthening of international cooperation and global governance in the social field, They have demonstrated China's leadership and influence in the world. The rise of these forces has encountered unprecedented challenges. The United States and other western countries have used various means to contain, suppress, block, and even sanction China's rise, which is reflected in the field of science and technology, and set off strategic competition and even "war" in science and technology, especially in the military field of national security and its education. This is a major task for China's normal education reform and innovation. How to crack the "stuck neck"? Ultimately, it depends on teachers of science and technology education, engineering education, and science education. Obviously, science and technology teacher education, engineering teacher education, and science teacher education have become the fields that China's normal education reform and innovation should strive for profound changes unseen in a century in the world for a century.

(二)教育强国建设的要求

（2）Requirements for Building a Powerful Country of Higher Education

党的二十大报告吹响了教育强国建设的号角，教育强国建设强烈地呼唤着中国师范教育改革创新，因为教育强国是社会主义现代化强国建设的组成部分，也是社会主义现代化强国建设的基础性、战略性支撑，基础性支撑在于社会主义现代化强国建设需要大量的拔尖创新人才，需要创新能力，尤其是党的二十大报告提出来的“科技强国、人才强国、文化强国、体育强国、健康中国，国家软实力显著增强”，都需要以教育强国为基础。而教师是教育强国的第一人力资源，是科技强国的第一保障，是人才强国的第一支撑。从逻辑上说，一个国家的教育质量超越不了一个国家的教师质量，一个国家的教师质量超越不了一个国家的教师教育质量。教师教育质量是建设教育强国、科技强国和人才强国的关键发力点，师范教育作为教师教育的主体力量需要承担起更加强大的基础性支撑作用。教育强国建设是社会主义现代化强国建设的战略性支撑在于教育强国要为社会主义现代化强国培养什么人、为谁培养人的根本性问题，也就是要培养德智体美劳全面发展的社会主义建设者和接班人，要完成立德树人的根本任务，这就涉及师范教育要培养全面贯彻落实党的教育方针的好老师、“大先生”。师范教育要培养有新时代政治使命担当的教师，师范教育要培养的新时代教师是立德树人的教育根本任务完成的主力军，是促进儿童德智体美劳全面发展的生力军，是“五育并举”的主要实施者，是“两个坚持”的第一责任人，是教育“四为”服务的价值实现者，是教育“两个相结合”的践行者和指导者，是培养社会主义建设者和接班人的主要承担者。为了培养新时代的好教师、“大先生”，师范教育改革创新势在必行。

The report of the 20th National Congress of the Communist Party of China has sounded the clarion call for the construction of a powerful education country, which strongly calls for the reform and innovation of China's normal education, because the construction of a powerful education country is an integral part of the construction of a powerful socialist modernization country, and also the basic and strategic support for the construction of a powerful socialist modernization country. The basic support is that the construction of a powerful socialist modernization country needs a large number of top innovative talents and innovative ability, In particular, the report of the Twentieth National Congress of the Communist Party of China put forward that "the country's soft power has been significantly enhanced in terms of science and technology, talent, culture, sports and health", all of which need to be based on education. And teachers are the first human resources of a powerful education country, the first guarantee of a powerful science and technology country, and the first support of a powerful talent country. Logically speaking, the quality of education in a country cannot exceed the quality of teachers in a country, and the quality of teachers in a country cannot exceed the quality of teacher education in a country. The quality of teacher education is the key driving force for building a strong country in education, science and technology, and talent. As the main force of teacher education, teacher education needs to assume a stronger basic supporting role. The construction of a strong education country is the strategic support of the construction of a strong socialist modernization country. It is the fundamental question of what people the education country should train for the socialist modernization country and for whom it should train people. That is to say, it is necessary to train socialist builders and successors with all-round development of morality, intelligence, physique, beauty and labor, and to complete the fundamental task of establishing morality and cultivating people. This involves the training of good teachers who fully implement the Party's education policy "Sir". Teachers' education should train teachers who have the political mission of the new era. Teachers' education should train teachers in the new era, who are the main force to complete the fundamental task of education to establish morality and cultivate people, who are the new force to promote the comprehensive development of children's morality, intelligence, physical fitness, beauty and labor, who are the main implementers of the "Five Education", who are the first responsible person of the "Two Adherences", and who are the value implementers of the "Four for" service of education, It is the practitioner and guide of the "combination of the two" in education, and the main undertaker of training socialist builders and successors. In order to train good teachers and "big teachers" in the new era, the reform and innovation of normal education is imperative.

(三)中国特色师范教育体系建设的要求

（3） Requirements for the Construction of Normal Education System with Chinese Characteristics

中国师范教育改革创新在新时代既要满足“两个大局”和教育强国建设的要求，同时还需要体现中国式现代化道路的特征，因此又要满足中国特色师范教育体系建设的要求。中国教师教育的现代化道路与西方的综合大学SCD(School/College/Department)单一发展模式不同的是，构建了以师范院校为主体、高水平非师范院校参与的中国特色师范教育体系，这里讨论的中国特色师范教育体系主要指以师范院校为主体的体系。中国必须做大做强中国特色师范教育体系，因为自提出开放教师教育体系以来，高水平综合大学参与教师教育的状况并没有得到总体改善，尽管上海交通大学、南京大学等中国一流大学成立教育学院、教师教育学院来培养教师。因此重点讨论以师范院校为主的师范教育改革创新是时代的需要，是中国特色教师教育体系建设的需要。

In the new era, the reform and innovation of China's normal education should not only meet the requirements of "two overall situations" and the construction of an educational power, but also reflect the characteristics of the Chinese path to modernization road. Therefore, it should also meet the requirements of the construction of a normal education system with Chinese characteristics. The modernization path of teacher education in China is different from the single development model of the Western comprehensive university SCD (School/College/Department). It has built a teacher education system with Chinese characteristics with normal colleges as the main body and high-level non-normal colleges participating. The Chinese teacher education system discussed here mainly refers to the system with normal colleges as the main body. China must make the teacher education system with Chinese characteristics bigger and stronger, because since the introduction of the open teacher education system, the participation of high-level comprehensive universities in teacher education has not been generally improved, although Shanghai Jiaotong University, Nanjing University and other first-class universities in China have established education colleges and teacher education colleges to train teachers. Therefore, it is the need of the times to focus on the reform and innovation of teacher education, which is dominated by normal colleges, and the need of the construction of teacher education system with Chinese characteristics.

二、推进师范教育制度改革创新

2. Promote the Reform and Innovation of Normal Education System

党的二十大报告提出要加快推进人才的自主培养，要加强拔尖创新人才和创新能力的培养，这对师范教育改革创新提出了更高的要求，不仅师范教育要改革创新，而且要着重培养具有创新意识、创新能力、创新思维和创新精神的高素质教师，为此首先需要进行师范教育制度的改革创新，要推进师范教育改革创新的制度深化。新时代以来师范教育在制度上的改革创新虽然进展显著，但还要在教师资格制度的完善、学位学历制度的改革、招生制度的优化、教师专业标准的迭代、专业认证的科学化等方向深入推进。

The report of the 20th National Congress of the Communist Party of China proposes to accelerate the independent training of talents and strengthen the training of top-notch innovative talents and innovative abilities, which puts forward higher requirements for the reform and innovation of normal education. Not only should normal education reform and innovation, but also should focus on training high-quality teachers with innovative awareness, innovative ability, innovative thinking and innovative spirit. Therefore, it is necessary to reform and innovate the normal education system first, We should deepen the reform and innovation of normal education. Since the new era, although the reform and innovation in the system of normal education has made remarkable progress, it still needs to be further promoted in the direction of the improvement of the teacher qualification system, the reform of the degree and diploma system, the optimization of the enrollment system, the iteration of the professional standards of teachers, and the scientization of professional certification.

(一)推进师范教育资格制度的改革创新

（1）Promote the Reform and Innovation of Normal Education Qualification System

教师资格制度是教师教育的“牛鼻子”，因为它决定了师范教育的规格、层次和质量，也是一个国家教师质量的指标性反映，教师资格制度在不同学段上的学历、学位层次的不同要求直接决定了国家师范教育整体的层次和水平。假如法律规定无论是幼儿园教师，还是义务教育阶段教师都必须是本科学历，那么当前凡是培养专科、大专学历教师的师范院校在办学层次上要么取消大专或专科培养，要么提高层次。当前对于高中段教师的学历达到研究生学历层次，各界可以达成共识，但对于义务教育阶段和幼儿园的教师因地区、区域差异大，在学历层次的要求上很难达成共识，于是在教师资格的学历要求上只能规定最低要求，这就给教师资格制度的深化提供了改革的空间。作为师范教育的办学主体，师范院校要在计划性和市场性相融的我国教师劳动力竞争中取胜，就必须要努力提升办学层次，提高培养质量。因为计划性可以有一定程度上保护性特征，但市场性是一种淘汰性机制，教师劳动力的就业竞争会体现师范院校的师范毕业生的竞争能力，当然会反映师范院校的师范教育能力。

The teacher qualification system is the "ox nose" of teacher education, because it determines the specification, level and quality of teacher education, and it is also an indicator reflection of the quality of teachers in a country. The different requirements of the teacher qualification system at different levels of academic qualifications and degrees directly determine the overall level and level of teacher education in a country. If the law stipulates that both kindergarten teachers and teachers in the compulsory education stage must have a bachelor's degree, then at present, all normal colleges and universities that train teachers with junior college or junior college degrees either cancel the junior college or junior college training or improve the level of running a school. At present, people from all walks of life can reach a consensus on the qualifications of high school teachers reaching the graduate level, but it is difficult to reach a consensus on the requirements for the qualifications of teachers in the compulsory education stage and kindergarten due to the large regional and regional differences, so only the minimum requirements can be specified on the qualifications of teachers, which provides room for reform of the teacher qualification system. As the main body of normal education, normal colleges and universities must strive to improve the level of education and the quality of training if they want to win in the planned and market-oriented competition of teachers' labor force in China. Because planning can have some protective characteristics, but market is a kind of elimination mechanism. The employment competition of teachers' labor force will reflect the competitive ability of normal college graduates, and of course will reflect the normal college education ability.

对于教师资格制度实施的考试制度来说，从申请教师资格证的全体性考试到非师范专业学生的选择性考试的变化表明，教师资格制度具有中国特色化特征。从其他国家的情况看，全体性考试是一项基本制度，凡要获得教师证书的人都要参加考试，这是一项通例。对我们来说，教师资格制度的深化需要做的工作是对于非师范专业和社会人员申请者，不论已获得什么层次的学历，都应“先育后考”，为此呼吁建立教师资格制度的“先育后考”要求，是深化师范教育改革创新制度的表现。“不育而考”带来的教育影响是潜在的，但伤害性极大，没有接受师范教育过程的新教师只能把课堂当作“试错”的“舞台”。

As for the examination system implemented by the teacher qualification system, the change from the general examination of applying for teacher qualification certificate to the selective examination of non-normal major students shows that the teacher qualification system has Chinese characteristics. From the perspective of other countries, the general examination is a basic system. Anyone who wants to obtain a teacher's certificate must take the examination, which is a general practice. For us, what needs to be done to deepen the teacher qualification system is that applicants for non-normal majors and social personnel, no matter what level of educational background they have obtained, should be "educated first and then tested". Therefore, we call for the establishment of the "educated first and then tested" requirement of the teacher qualification system, which is the manifestation of deepening the reform and innovation system of normal education. The educational impact of "infertility and examination" is potential, but it is extremely harmful. New teachers who have not accepted the normal education process can only use the classroom as a "stage" for "trial and error".

(二)推进师范教育学位学历制度的改革创新

（2）Promote the Reform and Innovation of the Degree and Diploma System of Normal Education

推进师范教育学位学历制度的改革创新主要体现在制度供给上，高校授予学士、硕士和博士学位的办学资质具有国家规定性，主要是以学科评估的逻辑来建构相关标准，通过学科评议获取学位点建设权。本研究要讨论的是新时代教师教育体系重建过程中的学历学位制度供给问题，也就是面向教师教育体系的师范院校进行的制度安排，尤其是为专门独立的培养幼儿园教师、小学教师的师范院校制定特定的学位学历制度规则。由于学位点评审的条件具有综合性和研究性特点，全国诸多幼儿师范院校和以培养小学教师为主的地方师范院校在短时间内无法满足学位评审的综合性指标，但其培养高层次学位学历幼儿园教师和小学教师的能力和水平已经具备。因此从制度供给角度来看应该设计这些师范院校的学位点建设的条件或者给予这些师范院校特殊通道来提升中国师范教育的办学层次。尤其应在专业学位建设，也就是教育专业的高层次学位点建设的制度供给上支持这些师范院校的建设。

Promoting the reform and innovation of the degree and diploma system of normal education is mainly reflected in the system supply. The qualifications of colleges and universities to grant bachelor's, master's and doctor's degrees have national regulations. It is mainly based on the logic of discipline evaluation to construct relevant standards, and to obtain the right to build degree sites through discipline evaluation. This study is to discuss the supply of academic degree system in the process of rebuilding the teacher education system in the new era, that is, the institutional arrangement of teachers' colleges facing the teacher education system, especially the establishment of specific academic degree system rules for teachers' colleges specialized in training kindergarten teachers and primary school teachers. Due to the comprehensive and research-oriented conditions for the evaluation of degree points, many kindergartens' normal colleges and local normal colleges focusing on the training of primary school teachers in the country cannot meet the comprehensive indicators for the evaluation of degree in a short time, but their ability and level to train kindergarten teachers and primary school teachers with high-level degree qualifications have been met. Therefore, from the perspective of system supply, we should design the conditions for the construction of the degree points of these normal colleges or give them special channels to improve the level of China's normal education. In particular, the construction of these normal universities should be supported in the system supply of the construction of professional degrees, that is, the construction of high-level degree points in education.

(三)推进师范教育招生制度的改革创新

(III) Promote the Reform and Inovation of the Enrollment System of Normal Education

推进师范教育招生制度的改革创新主要体现在对中国教育公平与质量这两个主轴需求的一种回应。教育公平是教育强国建设、教育现代化、办人民满意的教育的最重要的价值追求，但教育公平在区域维度上的表现确实存在师资质量发展的不平衡性和不充分性问题，国家之所以实施“强师计划”“优师计划”，是因为后脱贫时代的乡村振兴急需提高贫困县和陆地边境县的教育质量，促进教育的区域公平，因此《教师教育振兴行动计划(2018—2022年)》中“吸引优秀人才从教，师范生生源质量显著提高，用优秀的人去培养更优秀的人”的目标提出关系到师范教育招生制度的改革创新，这也延续了在《意见》中提出的“改革招生制度，鼓励部分办学条件好、教学质量高院校的师范专业实行提前批次录取或采取入校后二次选拔方式，选拔有志于从教的优秀学生进入师范专业”的政策诉求。《中西部欠发达地区优秀教师定向培养计划》中进一步要求“报考优师计划的考生均须参加当年全国统一高考，在本科提前批次录取。”提前招生、定向招生、计划招生、二次招生等多种招生制度表明了我们的制度优势。

Promoting the reform and innovation of the enrollment system of normal education is mainly reflected in a response to the needs of the two main axes of education fairness and quality in China. Education equity is the most important value pursuit of building a strong education country, modernizing education, and running education to the satisfaction of the people. However, the performance of education equity in the regional dimension does exist the imbalance and insufficiency of the development of teachers' quality. The reason why the country implements the "strong teacher plan" and "excellent teacher plan" is that the rural revitalization in the post-poverty era urgently needs to improve the quality of education in poor counties and land border counties, To promote regional equity in education, the goal of "attracting excellent talents to teach, significantly improving the quality of normal students, and cultivating more excellent people with excellent people" in the Action Plan for Revitalizing Teacher Education (2018-2022) is related to the reform and innovation of normal education enrollment system, This also continues the policy appeal of "reforming the enrollment system, encouraging some teachers' majors in colleges with good conditions for running schools and high teaching quality to enroll in batches in advance or adopt the secondary selection method after admission, and selecting excellent students who are willing to teach into teachers' majors" put forward in the Opinions. The Targeted Training Plan for Outstanding Teachers in the Under-developed Areas of the Central and Western Regions further requires that "all candidates applying for the excellent teacher program must participate in the unified national college entrance examination of the year and be enrolled in batches in advance for undergraduate courses." The multiple enrollment systems such as early enrollment, targeted enrollment, planned enrollment, and secondary enrollment show our institutional advantages.

(四)推进师范教育专业标准制度的改革创新

（4） Promote the Reform and Innovation of the Professional Standard System of Normal Education

推进师范教育专业标准制度的改革创新需讨论师范院校办学层次、新增专业等办学标准，在遵循国家高等学校设置的标准前提下师范教育及其专业的专门领域的标准，涉及教师专业标准、师范教育机构标准、教师教育者标准、师范教育课程标准、师范教育专业标准等系列化的标准构成，教师的数字素养标准也在最近出台。因此从标准制度的改革创新来看，既要对已制定的教师专业标准、师范教育课程标准、师范教育专业标准等进行修改、修订，又要对新时代需要的教师教育者标准、教师教育机构标准等开展研究和制定。这里需要指出的是，教师教育者标准、教师教育机构标准等制定需要具备一定的条件，这个条件就是教师教育机构，包括师范教育的院校处在同一个基准线上，尤其是在办学的规模和层次上体现出基准性才能够共同具有标准的同质性。

To promote the reform and innovation of the professional standard system of normal education, it is necessary to discuss the school-running standards of normal colleges and universities, such as the level of school running and the new majors. Under the premise of complying with the standards set by national institutions of higher learning, the standards of normal education and its specialized fields involve the series of standards including the professional standards of teachers, the standards of normal education institutions, the standards of teacher educators, the curriculum standards of normal education, and the professional standards of normal education, The digital literacy standards for teachers have also been introduced recently. Therefore, from the perspective of the reform and innovation of the standard system, we should not only revise and revise the established professional standards for teachers, curriculum standards for normal education, and professional standards for normal education, but also study and formulate the standards for teachers educators and teachers' educational institutions needed in the new era. It should be pointed out here that the formulation of standards for teachers' educators and teachers' educational institutions needs to meet certain conditions. This condition is that teachers' educational institutions, including teachers' education institutions, are on the same benchmark line. Only when the benchmark is reflected in the scale and level of the school, can they share the homogeneity of the standards.

(五)推进师范教育专业认证的循证制度的改革创新

（5） Promote the Reform and Innovation of Evidence-based System of Professional Certification in Normal Education

推进师范教育专业认证制度的改革创新主要体现在师范专业认证的循证实践改进上。师范教育专业认证的循证实践是指师范专业认证所获得的证据和师范教育研究所得出的结果与获得的结论运用于师范教育专业的改进过程。循证实践其实就是通常在评估价值里所讲的以评促建，为此要推进师范教育专业认证的循证制度建设，不仅要推动师范教育专业认证的循证政策研究，而且要推动师范教育专业认证的循证实践研究。从顶层设计的角度看，显然要推进师范教育专业认证的循证政策和实践的制度建立。

Promoting the reform and innovation of the professional certification system of normal education is mainly reflected in the evidence-based practice improvement of the professional certification of normal education. Evidence-based practice of teacher education professional certification refers to the process of applying the evidence obtained from teacher education professional certification and the results and conclusions obtained from teacher education research to teacher education professional improvement. Evidence-based practice is actually what is usually said in the evaluation value to promote the construction. To promote the construction of the evidence-based system of teacher education professional certification, we should not only promote the evidence-based policy research of teacher education professional certification, but also promote the evidence-based practice research of teacher education professional certification. From the perspective of top-level design, it is obviously necessary to promote the establishment of evidence-based policies and practices for professional certification of normal education.

三、推进师范教育体系改革创新

3. Promote the Reform and Innovation of Normal Education System

师范教育体系可以很自豪地说是中国式现代化在教育领域的一个具体表现。当今世界保持完整的师范教育体系的国家也只有中国，虽然像俄罗斯、越南等国家还有师范院校，但都不具有中国师范教育体系所呈现的完整性、规模化特征。在新时代推进师范教育改革创新首先要推进师范教育体系的改革创新。

The teacher education system can be proud to say that it is a concrete manifestation of Chinese path to modernization in the field of education. Today, China is the only country in the world that maintains a complete normal education system. Although there are normal colleges and universities in countries such as Russia and Vietnam, none of them has the integrity and scale characteristics of China's normal education system. To promote the reform and innovation of normal education in the new era, we should first promote the reform and innovation of normal education system.

(一)不忘初心，坚定地办好师范教育体系，筑牢教师培养的根基

（1） Don't forget your original intention, firmly run the normal education system and lay a solid foundation for teacher training

师范教育是每所师范院校创办时的初心，师范教育体系为我国现代教育发展作出了独特的贡献，无论是现代高等教育体系的产生和形成发展，还是基础教育体系的建立和发展，师范教育体系在其中都发挥了积极作用。高等师范教育体系是早期现代高等教育体系的重要组成部分，高等教育基础学科的建立和发展主要依靠高等师范教育的学科建设，同时也深刻地影响到现代高等教育基础学科的人才培养，也就是高等师范教育体系为整个高等教育的基础学科输送了大量的人才。从师范教育政策的制定到师范院校办学方向的坚持，都要不忘初心，坚定地办好师范教育体系，完善师范教育体系，为教育强国建设、教育现代化的推进筑牢教师培养的根基。

Normal education is the original intention of every normal university when it was founded. The normal education system has made a unique contribution to the development of modern education in China. Whether it is the emergence and development of modern higher education system or the establishment and development of basic education system, the normal education system has played a positive role in it. The higher normal education system is an important part of the early modern higher education system. The establishment and development of the basic disciplines of higher education mainly depends on the discipline construction of higher normal education, and also has a profound impact on the talent cultivation of the basic disciplines of modern higher education, that is, the higher normal education system has delivered a large number of talents for the basic disciplines of the whole higher education. From the formulation of the normal education policy to the insistence on the direction of running a normal university, we should not forget our original intention, firmly run the normal education system, improve the normal education system, and lay a solid foundation for the construction of a powerful education country and the promotion of education modernization.

(二)全面贯彻落实党的教育方针，构建“五育并举”和“五育融合”需要的师范教育体系

（2） Fully implement the Party's education policy, and build a normal education system required by "simultaneous development of five education" and "integration of five education"

贯彻落实培养德智体美劳全面发展的社会主义建设者和接班人的教育方针的目标，完善服务“五育”并举和融合的师范教育体系，加强德育师资、智育师资、体育师资、美育师资和劳动教育师资的培养力度。推进德育师资的培养体系建设，要融入思想政治教育、公民道德教育、社会主义核心价值观教育、民族团结进步教育，包括爱国主义教育(维护国家统一、领土完整、各民族团结)、优秀传统文化、革命文化和社会主义先进文化教育、生态文明和可持续发展教育、法制教育、人类命运共同体教育和总体国家安全观教育；推进智育师资的培养体系建设，加强对师范生的学生学业质量提升的育人能力的培养，尤其是提高儿童全面发展的育人能力；推进体育师资的培养体系建设，要有大健康教育的视野，要为党的二十大报告提出的“广泛开展全民健身活动，加强青少年体育工作，促进群众体育和竞技教育全面发展，加快建设体育强国”服务；推进美育师资的培养体系，构建艺术师范教育体系，推动音乐、美术、舞蹈、书法等传统艺术的师范教育体系建设，更要推动构建现代艺术的师范教育体系，如媒体艺术、视觉艺术、行为艺术等；推进劳动教育师资的培养体系建设，要以新劳动教育观为基础，践行党的二十大报告中提出的“在全社会弘扬劳动精神、奋斗精神、奉献精神、创造精神、勤俭节约精神”。

Implement the goal of training socialist builders and successors with all-round development of morality, intelligence, physique, beauty and labor, improve the normal education system that serves the "five educations" and integrates them, and strengthen the training of moral education teachers, intellectual education teachers, physical education teachers, aesthetic education teachers and labor education teachers. To promote the construction of the training system of moral education teachers, we should integrate ideological and political education, civic moral education, education of socialist core values, and education of national unity and progress, including patriotism education (safeguarding national unity, territorial integrity, and unity of all ethnic groups), excellent traditional culture, revolutionary culture and advanced socialist culture education, ecological civilization and sustainable development education, legal education Education on the community of a shared future for mankind and the overall national security concept; Promote the construction of the training system of intellectual education teachers, and strengthen the training of students' educational ability to improve the academic quality of normal students, especially to improve the educational ability of children's all-round development; To promote the construction of the training system of sports teachers, we should have a vision of health education, and provide the service of "extensively carrying out nationwide fitness activities, strengthening youth sports work, promoting the comprehensive development of mass sports and competitive education, and accelerating the construction of a sports power" proposed in the report of the 20th CPC National Congress; Promote the training system of aesthetic education teachers, build an art teacher education system, promote the construction of a teacher education system of traditional arts such as music, art, dance, calligraphy, and more importantly, promote the construction of a teacher education system of modern art, such as media art, visual art, and performance art; To promote the construction of the training system for teachers of labor education, we should take the new concept of labor education as the basis, and practice the "spirit of labor, struggle, dedication, creativity, and thrift" put forward in the report of the 20th CPC National Congress.

(三)推进学前教育和小学教育的专门师范教育体系建设

（3） Promote the construction of special normal education system for preschool education and primary education

师范教育体系自产生之日起就具有从国家顶尖师范大学到市区县中等师范学校自上而下构成的金字塔型的行政层级化特征。它是时代的产物，但这个体系随着高质量教育体系建设需要的不断提出、办人民满意教育要求的不断提高、拔尖创新人才要求的不断升级，其被“改造”的命运也不期而至。顶尖师范大学不断地“综合化”，而市区县的中等师范学校或师范学院在被改造的路径选择上要么被合并，要么自我升级。两种路径选择在推进过程中师资队伍、培养方向、学科建设、课程和教学等诸多方面都遇到了困境。因为市区县的中等师范学校或师范学院在培养方向上主要是以中等或专科的幼儿或小学教师培养为主，被合并的师范院校主要适应大学的要求，升级的师范院校却要完全靠自我革命，然而限于多方面的原因，如师范院校师资力量不能适应大学的高标准，虽然坚守着“师范”初心，但是其办学能力需要得到进一步支持的需求是客观存在的。为了建设独特而专门的培养幼儿园教师和小学教师的师范教育体系，需要下大力气推进学前教育和小学教育的专门师范教育体系建设。这也是《意见》中明确规划的要“办好一批幼儿师范专科学校和若干所幼儿师范学院，支持师范院校设立学前教育专业，培养热爱学前教育事业，幼儿为本、才艺兼备、擅长保教的高水平幼儿园教师”的目标。

Since its birth, the normal education system has been characterized by a pyramid administrative hierarchy from top to bottom, from the country's top normal universities to the urban and county secondary normal schools. It is the product of the times, but the fate of this system being "transformed" is also unexpected as the need for high-quality education system construction continues to be raised, the requirements for people to be satisfied with education continue to be raised, and the requirements for top-notch innovative talents continue to be upgraded. Top normal universities are constantly "integrated", while secondary normal schools or normal colleges in cities, districts and counties are either merged or upgraded in the path of transformation. The selection of the two paths has encountered difficulties in many aspects, such as the teaching staff, training direction, discipline construction, curriculum and teaching. Because the secondary normal schools or normal colleges in cities, districts and counties mainly focus on the training of secondary or junior high school children or primary school teachers. The merged normal colleges mainly adapt to the requirements of the university, while the upgraded normal colleges rely entirely on self-revolution. However, due to various reasons, such as the teachers in normal colleges can not adapt to the high standards of the university, although adhering to the original intention of "normal", However, the need for further support for its school-running ability is objective. In order to build a unique and specialized teacher education system for training kindergarten teachers and primary school teachers, we need to make great efforts to promote the construction of specialized teacher education system for preschool education and primary school education. This is also the goal clearly planned in the Opinions to "run a number of kindergartens' normal colleges and several kindergartens' normal colleges, support normal colleges to set up pre-school education majors, and cultivate high-quality kindergarten teachers who love pre-school education, are child-oriented, have both talents and skills, and are good at nursing education".

(四)加大对满足国家战略需求的师范教育体系的支持力度

（4） Increase support for the normal education system that meets the national strategic needs

师范教育体系是一个不断创新的体系，从过去小学教育本科化的师范教育体系的创新到教育硕士的师范教育体系创新，都表现出了师范教育体系的自我创新能力。面对党的二十大报告提出的国家科技创新驱动的自立自强、科技人才的自主培养、科技拔尖创新人才的自主培养等国家战略需求，师范教育体系要增强小学科学教育教师培养力度，加大对小学科学教育专业的建设，增加小学科学教育专业的培养人数，以提高小学科学教师的专业化水平。这也是《教师教育振兴行动计划(2018—2022年)》的目标，即“推进教师培养供给侧结构性改革，为义务教育学校侧重培养素质全面、业务见长的本科层次教师，为高中阶段教育学校侧重培养专业突出、底蕴深厚的研究生层次教师。”前述目标的重点在于小学本科层次的科学教师的培养，因此应扩大师范院校的本科层次科学教师的培养规模，使小学科学教师的专业水平大幅提升。

The normal education system is a system of continuous innovation. From the innovation of the normal education system of undergraduate primary education in the past to the innovation of the normal education system of the master of education, it shows the ability of self-innovation of the normal education system. In the face of the national strategic needs of self-improvement driven by national scientific and technological innovation, the independent training of scientific and technological talents, and the independent training of top scientific and technological innovative talents put forward in the report of the 20th National Congress of the Communist Party of China, the teacher education system should strengthen the training of primary science education teachers, increase the construction of primary science education majors, and increase the number of primary science education majors to improve the professional level of primary science teachers. This is also the goal of the Action Plan for the Revitalization of Teacher Education (2018-2022), that is, "to promote the supply-side structural reform of teacher training, to focus on training comprehensive and professional undergraduate level teachers for compulsory education schools, and to focus on training graduate level teachers with outstanding expertise and profound knowledge for high school education schools.", Therefore, we should expand the training scale of science teachers at undergraduate level in normal colleges and universities, so as to greatly improve the professional level of science teachers in primary schools.

党的二十大报告提出“全面推进乡村振兴”，实施乡村振兴战略，要构建一个乡村教育振兴需要的高质量教育体系，必然要推进多类型、多层次的师范教育体系建设，以满足乡村教育高质量发展的需求。为此大力推动研究生层次教师培养体系建设，在办学规模上要不断扩大教育硕士招生数量，提高研究生层次教师培养质量，向中西部和农村地区倾斜。

The report of the 20th National Congress of the Communist Party of China put forward "comprehensively promote rural revitalization", and implement the strategy of rural revitalization. To build a high-quality education system for rural education revitalization, it is necessary to promote the construction of a multi-type and multi-level teacher education system to meet the needs of high-quality development of rural education. To this end, we should vigorously promote the construction of the graduate level teacher training system, constantly expand the number of enrollment of education masters in terms of the school scale, improve the quality of graduate level teacher training, and tilt to the central and western regions and rural areas.

党的二十大报告还提出“促进世界和平与发展，推动构建人类命运共同体”，其对教育领域的要求是既要促进教育服务人类命运共同体构建，又要开展人类命运共同体教育，这与推进师范教育体系建设紧密联系。师范教育体系要融入人类命运共同体教育，开展新世界观教育、全人类共同价值观教育、地缘(亚洲)命运共同体教育、丝路精神教育、“上海精神”教育、“一带一路”精神教育、地球生命共同体教育、海洋命运共同体教育、人类卫生健康共同体教育、人类安全共同体教育，使师范教育改革创新服务于人类命运共同体的构建。为此，加快建设国际中文师范教育体系成为新时代师范教育改革创新的一项重要任务，要从学科建设、人才培养、专业标准、专业认证等诸多方面完善中文师范教育体系。

The report of the 20th National Congress of the Communist Party of China also put forward "to promote world peace and development and promote the construction of a community with a shared future for mankind". Its requirements for the field of education are not only to promote education to serve the construction of a community with a shared future for mankind, but also to carry out the education of a community with a shared future for mankind, which is closely related to the promotion of the construction of the normal education system. The teacher education system should be integrated into the education of a community with a shared future for mankind, and carry out the education of a new world outlook, common values for all mankind, geo (Asian) community with a shared future, the Silk Road spirit, the "Shanghai Spirit", the "the Belt and Road" spirit, the earth life community, the marine community, the human health community, and the human security community, So that the reform and innovation of normal education can serve the construction of the community of human destiny. Therefore, accelerating the construction of the international Chinese normal education system has become an important task in the reform and innovation of normal education in the new era. We should improve the Chinese normal education system from many aspects, such as discipline construction, talent training, professional standards, professional certification, etc.

(五)加快推进师范教育体系的优质均衡发展，解决师范教育体系的不平衡不充分发展问题

（5） Accelerate the high-quality and balanced development of the normal education system and solve the unbalanced and inadequate development of the normal education system

党的二十大报告指出，要“加快义务教育优质均衡发展和城乡一体化，优化区域教育资源配置”，这是教育强国建设一个重要标志，办人民满意的教育的要求。而义务教育优质均衡发展在一定程度上是义务教育师资优质均衡发展，城乡一体化也是师资队伍的城乡一体化，区域教育资源配置优化也是区域教育师资资源配置的优化。这些要求的满足，最终都取决于师范教育体系是否优质均衡发展。只有师范教育体系优质均衡发展了才能使义务教育师资优质均衡发展，师资城乡一体化才能实现，区域教育的师资资源配置才能得到优化。为此落实推进师范教育的协同提质计划成为加快推进师范教育体系优质均衡发展的抓手。

The report of the 20th National Congress of the Communist Party of China (CPC) pointed out that "to speed up the high-quality and balanced development of compulsory education and urban-rural integration, and optimize the allocation of regional education resources" is an important sign of the construction of a strong education country and the requirement of running education to the satisfaction of the people. The high-quality and balanced development of compulsory education is to some extent the high-quality and balanced development of compulsory education teachers. Urban-rural integration is also the urban-rural integration of teachers. The optimization of regional education resource allocation is also the optimization of regional education teacher resource allocation. The satisfaction of these requirements ultimately depends on the quality and balanced development of the normal education system. Only the high-quality and balanced development of the normal education system can make the high-quality and balanced development of compulsory education teachers, the urban-rural integration of teachers can be realized, and the allocation of teachers resources in regional education can be optimized. Therefore, the implementation of the collaborative quality improvement plan for promoting normal education has become the key to accelerating the high-quality and balanced development of the normal education system.

(六)加快推进学科师范教育体系重构，提高学科教师教育水平

（6） Accelerate the restructuring of subject teacher education system and improve the education level of subject teachers

加快推进学科师范教育体系重构就是要在学科课程和教学论体系基础上构建学科师范教育体系。也就是要建构作为师范院校培养师范生的学术学科师范教育和作为中小学教授“科目”的师范教育的双重体系。长期以来，学科课程论和教学论是学科师范教育的代名词，这是一个认识误区。它不能揭示师范教育的全貌，或者是旧师范教育体系时代的一种认识。因此，推进师范教育改革创新在这个方面就是要改变旧认识建立新认识。这个新认识就是确立学科师范教育的双学科的观念，也就是作为中小学教授“科目”的师范教育和作为师范院校培养师范生的学术学科的师范教育。它是作为科目的学科教育和作为学术的学科教育的双重体系，不能以科目的学科教育替代以学术的学科教育，要转变旧认识当中只关注事而不关注“人”的局面。学科师范教育体系既有类型化的建构，如中文师范教育、数学师范教育……，又有过程化的建构，如职前、入职和职后的生涯过程，还有范畴化的建构，如学科师范教育的原理、历史、比较、方法等。

Accelerating the reconstruction of the disciplinary normal education system is to build the disciplinary normal education system on the basis of the disciplinary curriculum and teaching theory system. That is to construct a dual system of teacher education as an academic discipline for training normal students in normal colleges and as a "subject" for teaching in primary and secondary schools. For a long time, subject curriculum theory and teaching theory are synonymous with subject normal education, which is a misunderstanding. It can not reveal the whole picture of normal education, or it is an understanding of the era of the old normal education system. Therefore, to promote the reform and innovation of normal education is to change the old understanding and establish a new one. This new understanding is to establish the dual-disciplinary concept of disciplinary normal education, that is, normal education as a "subject" for teaching in primary and secondary schools and normal education as an academic discipline for training normal students in normal colleges. It is a dual system of subject education as a subject and academic subject education as an academic subject. It cannot replace academic subject education with subject subject education. It is necessary to change the old understanding of only focusing on things and not "people". The disciplinary teacher education system has not only typified construction, such as Chinese teacher education, mathematics teacher education, but also process-oriented construction, such as the career process before, after and after employment, as well as categorical construction, such as the principles, history, comparison, methods of disciplinary teacher education.

(七)加快推动教师教育学科体系建设，为师范教育改革创新推进提供学科支撑

（7） Accelerate the construction of the discipline system of teacher education and provide discipline support for the reform and innovation of teacher education

推进师范教育改革创新的制度和路径需要科学的完善的教师教育学科体系支撑。师范教育是一个综合性、交叉性的学科领域，也是一项综合化的专业实践。它既要满足党的二十大报告提出的“加快构建中国特色哲学社会科学学科体系、学术体系、话语体系”的要求，相应地要构建中国特色的教师教育学科体系、学术体系、话语体系，也是落实《教师教育振兴行动计划(2018—2022年)》中明确提出的政策议程。教师教育学科建设是近30年来学术界一直在呼吁的热点学术议题，但它要确立在教育学科谱系中的具有合法化的学术地位，这是最具改革创新的着力点，它既是师范教育实践的发动机，又是师范教育体系建设的引擎，更是师范教育走向科学化道路的必要条件。只有建设好教师教育学科体系，才能使师范教育的实践具有科学的理论基础。

The system and path of promoting the reform and innovation of teacher education need the support of a scientific and perfect discipline system of teacher education. Normal education is a comprehensive and cross-disciplinary field, as well as a comprehensive professional practice. It should not only meet the requirements of "accelerating the construction of the disciplinary system, academic system and discourse system of philosophy and social sciences with Chinese characteristics" put forward in the report of the 20th National Congress of the Communist Party of China, but also build the disciplinary system, academic system and discourse system of teacher education with Chinese characteristics, and also implement the policy agenda clearly put forward in the Action Plan for Revitalizing Teacher Education (2018-2022). The subject construction of teacher education has been a hot academic topic that the academic community has been calling for in the past 30 years, but it should establish a legitimate academic status in the education discipline pedigree, which is the focus of reform and innovation. It is not only the engine of teacher education practice, but also the engine of teacher education system construction, and is also the necessary condition for teacher education to move towards a scientific path. Only by building the discipline system of teacher education can the practice of teacher education have a scientific theoretical basis.

(八)加快推进师范教育数字化体系建设，提高教师的数字素养和丰富师范教育的数字资源

（8） Accelerate the construction of digital system of normal education, improve teachers' digital literacy and enrich the digital resources of normal education

党的二十大报告明确指出，“推进教育数字化，建设全民终身学习的学习型社会、学习型大国”。它显然涵盖了师范教育或教师教育数字化，这意味着既要建设教师终身学习的学习型组织，又要提高教师的数字素养。2022年4月，教育部等八部门联合印发的《新时代基础教育强师计划》明确指出要“为教师队伍数字化建设赋动能”，2022年11月30日教育部又发布了《教师数字素养》，这表明我国已经进入到教师数字素养时代，也对师范教育或教师教育的数字化提出迫切要求，体现在师范生学习和发展进入到数字化时代，还反映在教师教育者、师范教育课程和教学的数字化能力，更体现在师范教育的环境数字化，包括资源平台数字化。构建一个全过程、全要素、全链条的师范教育数字化体系成为推进师范教育体系改革创新的必然选择。

The report of the 20th National Congress of the Communist Party of China clearly pointed out that "promote the digitalization of education and build a learning society and a learning country with lifelong learning for all". It clearly covers the digitalization of teacher education or teacher education, which means that teachers should not only build a learning organization for lifelong learning, but also improve their digital literacy. In April 2022, the Plan for Strengthening Teachers in Basic Education in the New Era jointly issued by the Ministry of Education and other eight departments clearly pointed out that we should "give impetus to the digital construction of teachers". On November 30, 2022, the Ministry of Education also issued the "Digital Literacy of Teachers", which indicates that China has entered the era of digital literacy of teachers, and also puts forward urgent requirements for the digitalization of normal education or teacher education, which is reflected in the fact that normal students' learning and development have entered the digital era, It is also reflected in the digitalization ability of teacher educators, teacher education courses and teaching, and also in the digitalization of teacher education environment, including the digitalization of resource platform. It is an inevitable choice to build a digital system of teacher education with full process, full elements and full chain to promote the reform and innovation of teacher education system.

四、推进师范教育体制改革创新

4. Promote the reform and innovation of normal education system

(一)坚持党对师范教育工作的领导，推进师范教育管理体制的改革创新

（1） Adhere to the Party's leadership over normal education and promote the reform and innovation of the management system of normal education

师范教育需要强有力的党委和政府的领导，只有党委重视了，才能把师范教育摆到日常管理的内容上。师范教育是党的教育事业的重要组成部分，它涉及政府的诸多部门，如党委组织部、编办、财政、人事和社保、督导等，是一个综合领域。正如党的二十大报告所指出，深化教育领域综合改革，需要在党委领导下深化对师范教育领域的综合改革。

Normal education needs the leadership of a strong party committee and government. Only when the party committee attaches importance to it can normal education be placed on the content of daily management. Normal education is an important part of the Party's education cause. It involves many departments of the government, such as the organization department of the Party Committee, editorial office, finance, personnel and social security, supervision, and so on. It is a comprehensive field. As pointed out in the report of the 20th CPC National Congress, deepening the comprehensive reform in the field of education requires deepening the comprehensive reform in the field of normal education under the leadership of the Party Committee.

(二)充分发挥师范院校党委对师范教育的师资队伍、课程教材等的意识形态管理，确立师范教育是师范院校的主职、核心利益、全局性工作的信念

（2） Give full play to the ideological management of the Party committee of normal colleges and universities on the teachers, curriculum and teaching materials of normal education, and establish the belief that normal education is the main responsibility, core interests and overall work of normal colleges and universities

师范教育要回答“谁来培养人”的时代之问，它几乎涵盖师范院校的所有学科的教师，他们是“师之师”，其正确的意识形态是否巩固决定师范教育的意识形态的方向是否正确；要加大新时代习近平总书记关于教育的重要论述“三进”力度，加大师范教育在贯彻落实党的教育方针上的步伐，并把马克思主义教育原理与中国传统教育思想和中国实践相结合，促进马克思主义教育理论的中国化和时代化，促进中国传统教育思想的创造性转化和创新性发展。要不断推进师范教育的课程体系和教材体系的自主建构，加强教师的自主培养。

Normal education should answer the question of "who will train people". It covers almost all the teachers in normal colleges and universities. They are "teachers of teachers". Whether their correct ideology is consolidated determines whether the ideological direction of normal education is correct; We should continue to promote the independent construction of the curriculum system and teaching material system of normal education, and strengthen the independent training of teachers.

加强师范教育的师德师风涵养的创新改革，落实好党的二十大报告提出的“加强师德师风建设”精神。师德师风建设是一项长期的艰巨任务，它既要以制度化做保障，又要进行师德师风的涵养，需构建起教师伦理专业的教育体系，它要像教师学科专业的教育体系一样得到伦理学、道德哲学、道德心理学、德育学等诸多学科的支撑，也要突破过去由道德认知、情感、意志和行为组成心理机制的教师道德教育的模式。

We should strengthen the innovative reform of the cultivation of teachers' ethics and conduct in normal education, and implement the spirit of "strengthening the construction of teachers' ethics and conduct" put forward in the report of the 20th CPC National Congress. The construction of teachers' ethics and style of work is a long-term and arduous task. It should not only be guaranteed by institutionalization, but also cultivate teachers' ethics and style of work. It needs to build an education system of teachers' ethics specialty. It needs to be supported by ethics, moral philosophy, moral psychology, moral education and other disciplines like the education system of teachers' discipline specialty. It also needs to break through the past moral cognition, emotion The mode of teachers' moral education that will and behavior constitute the psychological mechanism.

(三)推进师范院校的师范教育管理的统筹协调，促进师范教育的工作效率提升

（3） Promote the overall coordination of normal education management in normal colleges and promote the efficiency of normal education

师范教育具有多学科性、跨学科性、跨领域性、跨部门性、跨区域性的特征，师范教育几乎要培养中小幼特职学校所需要的所有教师，是一个多学科性的人才培养领域，几乎涵盖文、理、工等学科，更何况教师的跨学科性素养、数字素养、项目化学习素养等各种素养的要求提出教师培养的跨学科性要求；师范教育也是跨领域性的教师培养活动，涉及通识课程、学科课程、教育心理课程和实习实践课程的学习领域，也涉及师范生的教育实践，需要跨部门的组织和支持，在协同提质、“三定”机制等的要求下更需要跨区域的协调管理。

Normal education has the characteristics of multi-disciplinary, interdisciplinary, interdisciplinary, cross-sectoral and cross-regional. Normal education is almost to train all the teachers needed by primary and secondary special vocational schools. It is a multidisciplinary talent training field, almost covering arts, science, engineering and other disciplines, let alone teachers' interdisciplinary literacy, digital literacy The requirements of various qualities such as project-based learning literacy put forward interdisciplinary requirements for teacher training; Normal education is also a cross-disciplinary teacher training activity, involving the learning field of general education courses, subject courses, educational psychology courses and practical practice courses, as well as the educational practice of normal students, which requires cross-departmental organization and support, and requires cross-regional coordination and management under the requirements of collaborative quality improvement and "three fixed" mechanism.

(四)推进师范院校的学位治理的改革创新，为师范院校的学科建设保驾护航

（4） Promote the reform and innovation of degree management in normal colleges and universities, and escort the discipline construction of normal colleges and universities

学位治理一直是一项高利害的体制性议题，它是行政权力、学术权力和社会权力博弈的结果。面对师范教育体制改革创新的急迫性需求，要真正做到“教育硕士、教育博士授予单位及授权点向师范院校倾斜”，尤其是向前文提到过的专门培养幼儿园教师和小学教师的师范院校倾斜；必须推进师范院校的学位治理改革创新，其主要方向在于注重师范教育的专业性，幼儿园教育和幼儿园教师培养的低学段性高学问性特点、小学教育和小学教师培养的全科性特征，决定了高深的师范教育专业化特征，学位授予或学位点授权都要充分考虑这个特征。

Degree governance has always been a high-stakes institutional issue, which is the result of the game between administrative power, academic power and social power. In the face of the urgent need for the reform and innovation of the normal education system, we should really "tilt the granting units and authorized points of education master's degree and education doctor's degree to the normal colleges", especially the normal colleges and universities specialized in training kindergarten teachers and primary school teachers mentioned above; We must promote the reform and innovation of degree governance in normal colleges and universities. Its main direction is to focus on the professionalism of normal education. The characteristics of low learning stage and high learning of kindergarten education and kindergarten teacher training, and the characteristics of primary education and primary school teacher training, determine the professionalization of advanced normal education. This feature should be fully considered in degree awarding or degree point authorization.

(五)推进师范院校内部的师范教育体制改革创新

（5） Promote the reform and innovation of normal education system in normal colleges

推进师范院校内部的师范教育体制改革创新既要满足或符合现代大学治理体系建设或治理能力现代化建设的要求，又要符合师范院校自身独特的办学规律。师范院校内部的师范教育体制改革创新任务是艰巨的。一方面师范院校不断地多学科化、非师范专业学科化，体现了一般大学的综合性特征；另一方面教育学、心理学的学科化建设不断加剧，形成大教育逻辑下的多组织共存状态。有的师范院校与教育学、心理学、教师教育有关的组织多达七、八个，导致师范院校内部的师范教育体制不顺、多头管理、学科重复交叉建设、队伍各自为政等现象突出，这需要加大师范院校内部的师范教育体制改革创新，以保障组织运行的高效率。

Promoting the reform and innovation of the normal education system in normal colleges and universities should not only meet or conform to the requirements of the construction of the modern university governance system or the modernization of the governance capacity, but also conform to the unique rules of the normal colleges and universities. The task of reforming and innovating the normal education system in normal colleges is arduous. On the one hand, normal colleges and universities are constantly multi-disciplinary and non-specialized, reflecting the comprehensive characteristics of general universities; On the other hand, the disciplinary construction of pedagogy and psychology has been intensifying, forming the coexistence of multiple organizations under the logic of education. Some normal colleges and universities have as many as seven or eight organizations related to pedagogy, psychology, and teacher education, which has led to the outstanding phenomena of the internal normal education system in normal colleges and universities, such as irregular management, overlapping construction of disciplines, and separate teams. This needs to increase the reform and innovation of the internal normal education system in normal colleges and universities to ensure the efficient operation of the organization.

五、推进师范教育机制改革创新

5. Promote the reform and innovation of normal education mechanism

推进师范教育机制改革创新也是落实党的二十大精神，加快建设师范教育体系的重要手段。

Promoting the reform and innovation of normal education mechanism is also an important means to implement the spirit of the 20th CPC National Congress and accelerate the construction of normal education system.

(一)全面推进“三位一体”的协同育人机制

（1） Comprehensively promote the "trinity" collaborative education mechanism

师范教育的育人特征决定了高校、地方政府和中小学“三位一体”协同育人的必要性和重要性，其必要性在于培养对象的复杂性需要师范教育把理论素养和实践素养有机结合；其重要性在于只有通过实践环节才能真正使师范生培养质量得到保障。当前正在推进的师范教育的若干计划，如公费师范生培养计划、优师计划等，其中的招生、毕业和分配，就业和任用等事项都需要“三位一体”的协同。

The educational characteristics of normal education determine the necessity and importance of the "trinity" of colleges and universities, local governments and primary and secondary schools to jointly educate people. The necessity lies in the complexity of the training objects and the need for normal education to organically combine theoretical and practical literacy; Its importance lies in that only through practice can the quality of training normal students be guaranteed. Several plans of teacher education currently being promoted, such as the training plan for teachers' students at public expense, the excellent teacher plan, etc., in which enrollment, graduation and distribution, employment and appointment, and other matters need the "trinity" coordination.

(二)促进师范教育的实验室-社会实验-规范实验的协同互补实验机制，探讨教师教育的创新模式

（2） Promote the cooperative and complementary experimental mechanism of laboratory-social experiment-standard experiment in normal education, and explore the innovative model of teacher education

遵循教育教学研究规律，进一步提高师范教育的实验研究水平，建立实验室、社会实验和规范科学研究三位一体的实验机制，建设一批师范教育的新文科、新理科实验室，建设一批师范教育的社会创新实验基地，以及建立强调专业认证、科学研究、先行先试的循证师范教育的实践模式。实验、实践基地建设一直是师范教育机制改革创新的有效路径，它是师范教育综合改革的前哨，是师范教育在课程、教学、实践的各不同环节进行创新性探索的重要阵地。

Follow the laws of education and teaching research, further improve the level of experimental research in normal education, establish an experimental mechanism that integrates laboratory, social experiment and normative scientific research, build a number of new liberal arts and science laboratories in normal education, build a number of social innovation experimental bases in normal education, and establish an evidence-based normal education practice model that emphasizes professional certification, scientific research, and trial first. The construction of experiment and practice bases has always been an effective path for the reform and innovation of normal education mechanism. It is the outpost of the comprehensive reform of normal education and an important position for the innovative exploration of normal education in different links of curriculum, teaching and practice.

(三)完善师范教育专业的经费投入机制，保障师范生培养的经费需求

（3） Improve the funding mechanism of normal education specialty and guarantee the funding demand of normal student training

师范教育专业的经费投入是实现师范教育高质量发展的前提。随着师范教育专业的不断升级，无论是师范教育的课程改造，还是引入更先进的人工智能的教学方法，或者是线上线下混合的师范教育的课程和教学，以及师范生的多模态实践实习，都需要调整师范教育专业的经费投入。为此政府部门应探索设立师范生差异化拨款系数，适当提高师范专业生均拨款的比例与额度。在制度设计上，中央财政应加大对“国培计划”“强师计划”“优师计划”等师范教育重大改革项目的支持力度，体现出对非“双一流”建设高校和地方师范院校的倾斜，实现经费投入在不同类型师范院校之间的科学、有效分布。

The funding investment of normal education specialty is the premise of realizing the high-quality development of normal education. With the continuous upgrading of normal education specialty, whether it is the curriculum reform of normal education, or the introduction of more advanced AI teaching methods, or the curriculum and teaching of online and offline mixed normal education, as well as the multimodal practice of normal students, it is necessary to adjust the funding investment of normal education specialty. For this reason, the government departments should explore the establishment of differential allocation coefficient for normal students, and appropriately increase the proportion and amount of average allocation for normal students. In terms of system design, the central finance should increase its support for major reform projects of teacher education such as the "National Training Program", "Strengthening Teacher Program" and "Excellent Teacher Program", reflecting the preference for non-"double first-class" construction universities and local teacher colleges, and realizing the scientific and effective distribution of funds among different types of teacher colleges.

(四)扎实推进“三定”机制，切实提高生源质量，吸引优秀青年从教

（4） Firmly promote the "three fixed" mechanism, effectively improve the quality of students, and attract excellent young people to teach

巩固和促进定向招生、定向培养、定向就业的师范教育的“三定”机制，吸引优秀青年踊跃报考师范院校和师范专业。“三定”机制是中国特色师范教育的一大特点，它在20世纪80年代教育改革初始阶段就已经实施，《新时代基础教育强师计划》把这个机制用于新时代中国教育优质均衡发展的目标当中，在巩固脱贫攻坚成果、推进乡村振兴战略中发挥了积极作用。

Consolidate and promote the "three fixed" mechanism of teacher education for targeted enrollment, targeted training and targeted employment, and attract excellent young people to apply for normal colleges and normal majors. The "three fixed" mechanism is a major feature of normal education with Chinese characteristics. It has been implemented in the initial stage of education reform in the 1980s. The "New Era Basic Education Strengthening Teachers Plan" applies this mechanism to the goal of high-quality and balanced development of Chinese education in the new era, and plays a positive role in consolidating the achievements of poverty alleviation and promoting the rural revitalization strategy.

认真学习贯彻党的二十大精神，推进师范教育改革创新，需要从制度、体系、体制、机制四个方面入手，体系上需要不断完善师范教育类型、层次，体制上需要加强师范教育内外部的治理能力建设，制度上需要不断满足师范教育体系的运转需求，机制上需要增强师范教育体系、体制和制度的效能；同时推进师范教育改革创新还要以中国式现代化为指引，积极推进中国特色师范教育体系的构建，也就是说，推进师范教育体系、体制、制度和机制的改革创新最终都要回答什么是师范教育的特色化发展问题，这也是党的二十大报告明确提出的中国式现代化要体现在师范教育上的要求，为此需要探讨中国特色师范教育的制度、体系、体制、机制等的改革创新。在本研究看来，师范教育的特色化发展可以从外特色和内特色两个方面来讨论。从外特色角度来看，也有两个方面，一方面是中国特色高等师范教育与西方教师教育相比较，中国特色师范教育自北京师范大学成为第一所师范高等学府以来一直延续至今没有转变方向的教师教育道路，没有走上西方国家完全大学教育学院化模式的道路，也没有走上德国和日本大学教育学院化+教育大学化(学艺化)模式的道路；另一方面是中国高等师范教育与中国综合大学或农林医体艺美类大学相对，中国现代高等教育产生以来中国特色高等师范教育始终是推动中国高等教育发展的重要力量，是中国现代高等教育体系中独具特色的重要组成部分。

To conscientiously study and implement the spirit of the 20th CPC National Congress and promote the reform and innovation of teacher education, we need to start from the four aspects of system, system, system and mechanism. In the system, we need to constantly improve the type and level of teacher education, in the system, we need to strengthen the internal and external governance capacity of teacher education, in the system, we need to constantly meet the operational needs of the teacher education system, and in the mechanism, we need to enhance the effectiveness of the teacher education system, system and system; At the same time, promoting the reform and innovation of teacher education should also take Chinese path to modernization as the guide and actively promote the construction of a teacher education system with Chinese characteristics, that is, promoting the reform and innovation of teacher education system, system, system and mechanism should ultimately answer the question of what is the characteristic development of teacher education, which is also the requirement that Chinese path to modernization should be reflected in teacher education clearly put forward in the report of the 20th National Congress of the Communist Party of China, Therefore, we need to explore the reform and innovation of the system, system, system and mechanism of normal education with Chinese characteristics. In this study, the characteristic development of normal education can be discussed from two aspects: external characteristics and internal characteristics. From the perspective of external characteristics, there are also two aspects. On the one hand, compared with the western teacher education, the higher teacher education with Chinese characteristics has continued the teacher education path that has not changed direction since Beijing Normal University became the first normal university, and has not embarked on the path of the complete collegiate model of university education in western countries, They have not followed the path of collegiate education+universalized education (academic) in Germany and Japan; On the other hand, China's higher normal education is opposite to China's comprehensive universities or universities of agriculture, forestry, medicine, sports, arts and aesthetics. Since the birth of China's modern higher education, higher normal education with Chinese characteristics has always been an important force in promoting the development of China's higher education, and is an important part of China's modern higher education system with unique characteristics.

从内特色角度来看，中国特色高等师范教育体系内各师范院校在师范教育办学上的特色化，是指高等师范教育体系的机构所体现出来的教师教育自身的特色化。具体地说，师范院校的教师教育特色化，指向师范院校的教师教育在教师培养的层次、规格以及专业、方向及其背后的理念、思想方面所表现出来的差异化。例如，同城、同省兄弟师范大学的教师教育的差异化是什么？即使是同一个专业或方向，如语文或数学教师教育在培养理念和培养模式上有何差异？内特色化的中国高等师范教育体系尚未得到充分讨论，在实践中也没有得到有效的模式、理论的梳理。我们很难有一个准确的判断，哪一所师范大学的教师教育模式与其他师范大学的教师教育模式有特色化的差异。显然这是推进师范教育改革创新的又一个着力点。

From the perspective of internal characteristics, the specialization of teacher education in normal colleges and universities in the higher normal education system with Chinese characteristics refers to the specialization of teacher education itself reflected by the institutions of the higher normal education system. Specifically, the specialization of teacher education in teachers' colleges points to the differences in the level, specification, specialty, direction and the concepts and ideas behind teacher education in teachers' colleges. For example, what is the difference of teacher education in sister normal universities in the same city and province? Even if it is the same major or direction, such as Chinese or mathematics teacher education, what are the differences in training concepts and training models? The Chinese higher normal education system with internal characteristics has not been fully discussed and has not been combed with effective models and theories in practice. It is difficult for us to have an accurate judgment on which teacher education model of a normal university is different from that of other normal universities. Obviously, this is another focus to promote the reform and innovation of normal education.

【朱旭东，北京师范大学教育学部部长，教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心主任、教授】

[Zhu Xudong, Director of the Education Department of Beijing Normal University, Director and Professor of the Teacher Education Research Center of Beijing Normal University, the Key Research Base of Humanities and Social Sciences of General Universities of the Ministry of Education]

原文刊载于《中国高教研究》2023年第2期

The original text is published in the second issue of China Higher Education Research, 2023