基于U-G-S共同体推进CTI模式的路径与机制研究

Research on the Pathways and Mechanisms for Advancing the CTI Model Based on the U-G-S Community

摘要: 指向核心素养发展的“建构–迁移–创新”(CTI)教学模式在中小学常态化推广中，面临专业支持不足、实施动力匮乏与协同机制缺失等多重挑战，其根源在于大学、政府与学校(U-G-S)三方未能形成协同赋能生态。研究立足U-G-S共同体理念，系统论证了以数字化共同体支撑CTI模式深度实施的可行路径。研究表明，CTI模式推进之困本质是共同体缺失，需构建以治理协同、知识创生流动、利益平衡驱动为核心动力的赋能系统。通过理念共识、平台共建、教学共治、成果共享四位一体路径，可推动教学改革从理念移植迈向生态重构，并为权责平衡、制度适配与评价优化等深层问题提供反思框架。

Abstract: The widespread implementation of the “Construction-Transfer-Innovation” (CTI) instructional model, aimed at fostering core competencies in primary and secondary schools, confronts multifaceted challenges including insufficient professional support, deficient implementation motivation, and the absence of collaborative mechanisms. These challenges fundamentally stem from the failure of the university-government-school (U-G-S) triad to form a synergistic empowerment ecosystem. Grounded in the U-G-S community concept, this study systematically demonstrates the viable pathway of leveraging a digital community to support the deep implementation of the CTI model. The research indicates that the difficulties in promoting the CTI model are essentially attributable to the absence of a community, necessitating the construction of an empowerment system driven by governance synergy, knowledge creation and flow, and interest balancing. Through an integrated four-pronged approach—embracing conceptual consensus, platform co-construction, teaching co-governance, and outcome sharing—it is possible to propel instructional reform from mere conceptual transplantation toward ecological reconstruction, thereby providing a reflective framework for addressing deeper issues such as balanced rights and responsibilities, institutional adaptation, and evaluation optimization.