西部民族地区中小学数学教师培训的“现状”“问题”及“对策”

Training of Primary and Secondary Mathematical Teachers in the Western Minority Areas:the Present Situation,Problems and Countermeasures

进入新世纪，中国西部民族地区中小学教师培训受到了国内外的重视，培训途径拓宽，培训人数逐年增加，培训资金来源增多，教师素质不断提高，教师的学历也不断得到提升．但是，西部民族地区中小学数学教师培训存在培训资源享用不均衡，培训内容与模式缺乏针对性与创新性，培训的评价机制不健全等问题．改进西部民族地区中小学数学教师培训应采取的对策是：增加投入，平衡资源配置；系统规划培训项目；加强培训机构能力建设；以需为本设计培训课程；形成立体化多元化教师培训结构．

In the new century, China＇s western minority areas basic education teacher training base by the attention of both at home and abroad, and training ways to broaden, training number increases year by year, training funds increased, constantly improve the quality of teachers, teachers＇ qualifications and improve. However, the survey found that training project had trained teachers of mathematics the most with 5 to 10 years of school age, professional title at intermediate or above; the teacher training opportunity of new or senior professional title teachers were little; mathematics teacher training mainly to lecture method for training; the training content of mathematics teaching aim is not strong in western minority areas; most of the training only pay attention to training activities, lack of effective tracking system, the follow-up tracking form now; training plan and design perspective, lack of training system planning and continuity, training professional design was not strong. There were three problems in training resources, training content and mode, training evaluation mechanism, which about the western minority areas primary and secondary school mathematics teacher training. In western minority areas for primary and secondary school mathematics teachers＇ training the present situation and the question, puts forward five countermeasures.