体验式培训在中小学教师培训中的应用研究

发布时间：2018-10-13 20:18

【摘要】：随着新课程改革进程的推进和培训市场的多元化,中小学教师培训也在不断地创新与发展,但传统的讲授式培训仍存在培训方式方法单一、培训内容滞后和培训效果差强人意等问题。这些问题的出现,使得专家学者开始关注一些新的培训方式。与此同时,体验式培训在培训市场中也方兴未艾,目前,在企业培训中的应用较为广泛,随着中小学教师培训形式的不断创新,如何把体验式培训和中小学教师培训有效地结合,可谓是一次新的尝试。体验式培训是一种学习者通过亲身体验达到学习目的的培训方式,与传统讲授式培训在内涵、特点和培训效果等方面,存在着很大的差别。体验式培训基于人本主义学习理论、建构主义学习理论和情境主义学习理论发展而来,有着强大的理论支持。本研究对中小学教师参加培训的情况进行了调查,针对调查结果,首先,分别把参加过体验式培训和未参加过体验式培训的中小学教师分成两组,并进行数据汇总。其次,对于参加过体验式培训的中小学教师,围绕其参加体验式培训的次数、类型、参与度、期望值和最终效果等方面进行分析。再次,对参加组和未参加组中小学教师对培训的看法进行比较分析。最后,根据中小学教师在体验式培训过程中遇到的问题,尝试提出针对性的建议。第一,全员协作,做好中小学教师体验式培训的准备。学校要选择适合的培训机构;培训师要做好培训前的部署;学员要确立积极的培训动机;工作人员要备好充足的培训设备。第二,贯彻实施,保障中小学教师体验式培训的流程。拟定挑战的培训目标;导入实用的课程内容;引入竞争的培训活动;突出主体的小组合作;建构互动的参与指导。第三,总结反思,巩固中小学教师体验式培训的效果。全面反思,注重培训的评估;巩固转化,加强培训的效果和评价考核,完善培训的机制。
[Abstract]:With the advancement of the new curriculum reform process and the diversification of the training market, the training of primary and secondary school teachers is constantly innovating and developing, but the traditional teaching training still has a single training method. The training content lags behind and the training effect is unsatisfactory and so on. The emergence of these problems, experts and scholars began to pay attention to some new training methods. At the same time, experiential training is also in the ascendant in the training market. At present, it is widely used in enterprise training. With the innovation of the training form of primary and secondary school teachers, How to effectively combine experiential training with teacher training in primary and secondary schools is a new attempt. Experiential training is a training method for learners to achieve the purpose of learning through personal experience, which is different from the traditional teaching training in terms of connotation, characteristics and training effect. Experiential training is based on humanistic learning theory, constructivism learning theory and situational learning theory, and has strong theoretical support. This study investigates the situation of primary and secondary school teachers' participation in training. First of all, teachers who have participated in experiential training and those who have not participated in experiential training are divided into two groups, and the data are summarized. Secondly, the paper analyzes the number, type, participation, expectation and final effect of experiential training for primary and middle school teachers who have participated in experiential training. Thirdly, the teachers' views on training are compared between the participating group and the non-participating group. Finally, according to the problems encountered by primary and middle school teachers in the process of experiential training, this paper tries to put forward targeted suggestions. First, all staff cooperate to prepare for experiential training of primary and middle school teachers. Schools should select suitable training institutions; trainers should make good deployment before training; trainees should establish positive training motivation; and staff should have adequate training equipment. Second, implement and protect the process of experiential training for primary and middle school teachers. Develop challenging training objectives; introduce practical curriculum content; introduce competitive training activities; highlight the main body's group cooperation; construct interactive participation guidance. Third, summarize reflection and consolidate the effect of experiential training for primary and middle school teachers. Comprehensive reflection, pay attention to the evaluation of training, consolidate the transformation, strengthen the effect of training and evaluation and assessment, improve the training mechanism.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G635.1

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