我国中小学教师职后培训体系创新研究
发布时间：2019-05-17 14:42
【摘要】：随着社会政治、经济快速发展,教育水平的显著提升,社会迫切要求广大教师加强学习,提升自身知识、能力等各方面素养,中小学教师职后培训日益受到人们的关注。我国中小学教师职后培训曾以“学历补偿”为主要目标,近年来逐步将学历补偿培训与专业能力提升培训提到了同等重要的位置,这就要求我国中小学教师在学历达标的基础上,通过培训得到专业性发展,从而促进整个教师队伍专业化。本文在探究我国目前中小学教师职后培训体系时,发现了很多亟待解决的问题,通过对问题的提出和问题原因的归纳,找寻有利于改善问题的新措施,为我国中小学教师职后培训体系改革提供理论支撑。本文主要采用文献研究法和比较研究法,以终身教育理论和教师专业发展理论为研究的理论基础,在论文的第一部分,首先指出本文研究的背景、目的、意义、相关研究概述和相关概念界定。论文的第二部分,指出研究的理论依据,为我国中小学教师职后培训体系探新奠定了理论基础。论文的第三部分探讨了我国中小学教师职后培训体系的形成、存在的问题及原因,具体问题包括:1.培训机构缺少合作;2.培训内容不能满足教师的现实需求;3.培训方式仍以灌输式培训为主;4.教师参培效果不理想;5.培训评价机制不健全。论文的第四部分对国外的中小学教师职后培训现状进行分析并得出启示。论文的第五部分提出我国中小学教师职后培训体系探新,以第三部分我国中小学教师职后培训存在的问题为基础得出探新措施。
[Abstract]:With the rapid development of social politics, economy and the remarkable improvement of education level, the society urgently requires the majority of teachers to strengthen their learning, improve their own knowledge, ability and other aspects of literacy, and the post-service training of primary and secondary school teachers has been paid more and more attention. The post-service training of primary and secondary school teachers in China used to take "academic compensation" as the main goal. In recent years, academic compensation training and professional ability enhancement training have been gradually raised to the same important position. This requires primary and secondary school teachers in our country to achieve professional development through training on the basis of reaching the standard of academic qualifications, so as to promote the professionalization of the whole teaching staff. In this paper, when exploring the current post-service training system of primary and secondary school teachers in China, many problems need to be solved urgently. Through the introduction of the problems and the induction of the causes of the problems, this paper looks for new measures conducive to the improvement of the problems. It provides theoretical support for the reform of post-service training system for primary and secondary school teachers in China. This paper mainly adopts the method of literature research and comparative research, and takes the theory of lifelong education and the theory of teachers' professional development as the theoretical basis. In the first part of the paper, first of all, it points out the background, purpose and significance of this study. Summary of related research and definition of related concepts. In the second part of the paper, the theoretical basis of the study is pointed out, which lays a theoretical foundation for the exploration of the post-service training system of primary and secondary school teachers in our country. The third part of the paper discusses the formation of the post-service training system for primary and secondary school teachers in China, the existing problems and their causes, including: 1. Lack of cooperation among training institutions; 2. The training content can not meet the real needs of teachers; 3. The training mode is still based on infusion training. The effect of teacher participation in training is not ideal; 5. The training evaluation mechanism is not perfect. The fourth part of the paper analyzes the current situation of post-service training of primary and secondary school teachers in foreign countries and draws inspiration. The fifth part of the paper puts forward a new exploration of the post-service training system of primary and secondary school teachers in our country, and obtains the new measures on the basis of the problems existing in the post-service training of primary and secondary school teachers in our country.
【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.1
[Abstract]:With the rapid development of social politics, economy and the remarkable improvement of education level, the society urgently requires the majority of teachers to strengthen their learning, improve their own knowledge, ability and other aspects of literacy, and the post-service training of primary and secondary school teachers has been paid more and more attention. The post-service training of primary and secondary school teachers in China used to take "academic compensation" as the main goal. In recent years, academic compensation training and professional ability enhancement training have been gradually raised to the same important position. This requires primary and secondary school teachers in our country to achieve professional development through training on the basis of reaching the standard of academic qualifications, so as to promote the professionalization of the whole teaching staff. In this paper, when exploring the current post-service training system of primary and secondary school teachers in China, many problems need to be solved urgently. Through the introduction of the problems and the induction of the causes of the problems, this paper looks for new measures conducive to the improvement of the problems. It provides theoretical support for the reform of post-service training system for primary and secondary school teachers in China. This paper mainly adopts the method of literature research and comparative research, and takes the theory of lifelong education and the theory of teachers' professional development as the theoretical basis. In the first part of the paper, first of all, it points out the background, purpose and significance of this study. Summary of related research and definition of related concepts. In the second part of the paper, the theoretical basis of the study is pointed out, which lays a theoretical foundation for the exploration of the post-service training system of primary and secondary school teachers in our country. The third part of the paper discusses the formation of the post-service training system for primary and secondary school teachers in China, the existing problems and their causes, including: 1. Lack of cooperation among training institutions; 2. The training content can not meet the real needs of teachers; 3. The training mode is still based on infusion training. The effect of teacher participation in training is not ideal; 5. The training evaluation mechanism is not perfect. The fourth part of the paper analyzes the current situation of post-service training of primary and secondary school teachers in foreign countries and draws inspiration. The fifth part of the paper puts forward a new exploration of the post-service training system of primary and secondary school teachers in our country, and obtains the new measures on the basis of the problems existing in the post-service training of primary and secondary school teachers in our country.
【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.1
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6 李s，
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