宜宾市中学教师培训需求分析

  本文关键词：宜宾市中学教师培训需求分析，，由笔耕文化传播整理发布。

        建设高质量的教师队伍,是实施科教兴国的一项重大举措,是决定基础教育改革成败的关键。中小学教师继续教育是切实提升教师队伍素质的有效手段,也是教师教育的重要组成部分,在我国新一轮的基础教育改革中,研究教师继续教育具有十分重要的意义。目前,我国中小学教师的继续教育工程已全面实施,教师全员培训开始进入总结、反思进而提高阶段。培训的“实效性”是评价教师全员培训效果的核心指标,是每一个从事教师培训工作的人都在思考的问题。培训工作耗资巨大,究竟受训教师得到何种程度的提高?培训工作存在的问题是什么?何种措施才能切实提高教师培训的“实效性”?从前期检索的文献可以看出,中小学教师继续教育的研究,以及教师培训需求的研究,都非常注重培训的实效性,对影响培训实效的主要因素即教师参加培训的动机、培训模式、培训内容、教学方法等影响因子已经有了较为深入全面的研究。这些研究成果都达成了一种共识:要提高培训的实效性,必须对教师培训需求进行全面分析。培训需求的研究是一个阶段性的工作,不同时期,不同地域,不同的任务,不同的群体,都有不同的培训需求。本研究占在“中学教师”的角度,以问卷调查和访谈的方式,对宜宾市翠屏区、宜宾县、长宁县、江安县、南溪县、珙县、高县、筠连县、屏山县、兴文县县城、乡镇、农村的初级、高级和职业中学的教师培训需求进行了广泛的调研。调研结果表明,宜宾市中学教师培训不适应教师需求的主要问题表现在以下五个方面。第一,教师专业发展内涵模糊,各级教师培训缺乏针对教师专业发展的目的性。第二,培训教师对基层教学实践不了解,教学脱离中学一线实际。第三,培训机构缺乏对教师培训需求的调研,培训内容不适合教师需要;第四,培训时间安排不合理,挤占了受训教师正常的休息时间。第五,教育主管部门对教师需要的政策保障支持不够,工学矛盾较为严重地影响到教师参加正常的教师培训,而且,经济负担也成为农村教师不小的压力。同时,对宜宾市中学教师培训需求的调查表明,宜宾市中学教师普遍认为自己欠缺的是教研能力、学科相关文化知识;希望学会使用先进的教育教学方法,现代化的教学媒体的使用与制作;喜欢互动式的培训教学方法,以案例展示、问题研讨的方式将理论与实践联系起来;对培训师资的学科专业知识、教学技能、科研创新能力要求普遍较高,对职称、学历无太高要求,注重基层实践经验。基于以上调研情况,本研究提出以下解决宜宾市不适应中学教师培训需求问题的主要策略。首先,教育主管部门出台相关政策,保障教师在职进修的时间、精力。其次,切实做好以教师专业发展为目标的培训规化。第三,建立建全信息反馈机制,根据社会和教师个体的需求进行教师培训。第四,整合教师培训资源,统筹培训服务。第五,建设一个高质量的、相对稳定的培训师资库。

    Building a team of high-qualified teachers is a great treasure to take. It is vital for flourishing our country by science and technology. It is the key point which decides whether the primary education reform can succeed. Further education for primary and middle school teachers is an effective way of improving the quality of them. It is also an important component of education for teachers. In the new reform of primary education of our country, studying teachers’ further education is of great significance. At present, the project of teachers’ further education has already been put into practice. Training for all teachers is entering the stage of summarizing, reflecting and improving. The property of being effective is the key indicator of how to evaluate the training effect. It is also what the people are thinking about who work on teachers’ training. The training is money consuming. So how much have the trained teachers been improved at all? What problems are still existing in the training? What measures can be taken to improve the actual effect of the training practically? We can find from the previous research of relative documents that the study of further education for primary and middle school teachers and the demand of teachers’ training both attach importance to the actual effect. And it still has a deep study of the major aspects including the teachers’ motives, the training mode, the training content, teaching methods, etc. that influence the training effect. All these studies now come to an agreement that it is necessary to analyze fully the training demand. The study of training demand is phased work, i.e. it has different demands according to different periods, areas, tasks and groups.From the angle of teachers, this study has surveyed by means of questionnaires, surveys and interviews, training demands of middle, high and vocational and technical educational school teachers in all the areas, counties, towns and villages of Yibin. The results indicate the major problems that the training of middle school teachers cannot meet their actual needs which can be seen in the following five aspects. Firstly,the connotation of teacher profession development is vague. All levels of training do not aim clearly at teacher profession development. Secondly, teachers taking part in the training do not know primary teaching practice well, and their teaching is separated from practical middle school teaching. Thirdly, training institutions lack surveys of training demands of teachers. Their training contents cannot meet the teachers’ needs. Fourthly, the training schedule is not reasonable and takes up teachers’ rest time. Fifthly, the policy guarantee support from the educational managing department is not adequate. The conflict between working and attending trainings has a relatively serious impact on whether teachers can attend normal training. Additionally, economic burden is a big pressure on countryside teachers as well. Meanwhile, the survey shows that most middle school teachers in Yibin believe what they lack are the abilities of studying the art of teaching and relative knowledge of their subjects. They hope to learn how to make use of advanced teaching methods, modernized teaching medias and how to make those medias by themselves. They like mutually active training and teaching methods and as well as connecting ideas and practice by exhibiting examples and discussing topics. It demands more of teachers’ major knowledge, teaching skills, scientific research and innovation than those of the titles of their technical post and educational backgrounds. And it pays much attention to their practical experiences.Based on all above, this study proposes the following measures of solving the problem that Yibin cannot meet the need of middle school teachers’ training. Firstly, the edcational managing department carries out relative measures to ensure the time and energy for teachers who are attending trainings. Secondly, practically plan trainings which aim at teachers’ profession development. Thirdly, set up an efficient feeding back system and provide teachers’ training according to the needs of the society and individual teachers. Fourthly, integrate teachers’ training resources and plan training services as a whole. And set up a high qualified and relatively stable group of professional teachers’ trainers.

宜宾市中学教师培训需求分析

中文摘要4-6Abstract6-7引言8-17    (一) 选题的缘由8-10    (二) 文献综述10-15    (三) 研究的思路、内容和方法15-17一、中学教师培训需求分析的理论基础17-22    (一) 中学教师培训需求分析的相关概念17    (二) 中学教师培训需求分析的理论依据17-22二、宜宾市中学教师培训需求的实证分析22-35    (一) 宜宾市中学教师培训需求的调查概述22-29    (二) 宜宾市中学教师培训不适应教师需求的主要问题29-35三、宜宾市中学教师培训需求的适应策略35-41    (一) 适应中学教师培训需求的价值取向35    (二) 解决不适应中学教师培训需求问题的主要举措35-41结束语41-42参考文献42-46附录46-49致谢49

  本文关键词：宜宾市中学教师培训需求分析，由笔耕文化传播整理发布。