【摘要】 构建“教师教育学科共同体”,是湾区高校整合优质学科资源的主观需求，是对区域经济社会和教育发展趋势及其客观规律的自觉把握，是提升港澳青少年国家认同意识并维护该区域长期繁荣稳定的重要推动力量。粤港澳同属岭南文化的地缘亲和，有助于触发形成三地高等教育的合作共识，也为学科结构调整目标的达成提供持续的内驱力。优化粤港澳大湾区教师教育学科结构，构建教师教育学科共同体，需要摈弃“临渊慕鱼”的惰性思维并坚定“退而结网”的决心智慧，需要有专门且专业的组织机构运筹帷幄和常态化的制度保驾护航，需要三地政府、高校、教育中间组织及区域社会所构建的新型“协同共生”型关系及其行动规则来维持和实现，形成一体化的发展理念、共生式的表达体系，助力湾区教师教育学科竞争力整体提升。更多还原

【Abstract】 The concept of the“Guangdong-Hong Kong-Macao Greater Bay Area Teacher Education Discipline Community”is a historical reflection and practical need to aggregate high-quality resources of teacher education disciplines and cultivate outstanding teachers. The construction of a “teacher education subject community” is a subject demand of the universities,which can help integrate high-quality subject resources and help maintain the long-term prosperity and stability of the region.Geographical affinity and natural location advantages help to form the value resonance and cooperation consensus of universities in the three places and to provide a continuous internal drive for the achievement of discipline cooperation goals. To improve the disciplinary structure of teacher education in the Greater Bay Area and to build a community of teacher education disciplines,it is important to abandon the inertia and steadfast determination. A new “synergistic and symbiotic ” relationship between the governments of the three regions,universities,educational intermediaries and the regional communities,as well as their rules of action,are needed to maintain and realize an integrated development concept and a symbiotic expression system,in order to contribute to the overall improvement of the competitiveness of the Bay Area teacher education disciplines.更多还原