教师专业发展阶段及分层培训的实证研究

Empirical Study on Teachers' Professional Development Stages and Multi-level Training

为了了解中小学教师发展的过程和阶段,以及各阶段的特点、困惑、需要,以便为分层次开展教师培训提供科学的依据,教育部教师工作司委托全国教师教育课程资源专家委员会开展教师培训课程标准的研究,受教育部委托,黑龙江省教育学院承担了此次调研问卷的分析工作。本文从基础教育阶段的师资力量比例、教师学历水平、教师的学科知识和教学能力水平,以及教师对培训层次划分的看法等方面进行了分析,指出了教师专业发展阶段及分层培训中的主要现象,并就强化培训质量、提高培训效果提出了相应的政策建议。

In order to understand the process and stages of primary and secondary school teach- ers＇ development, as well as the characteristics, problems and needs in each stage, and provide sci- entific 5asis for multi-level training for teachers, the Department of Teacher Education of Ministry of Education entrusts the National Teacher Education Curriculum Resources Expert Committee to study the standards of the training curriculum for teachers. And entrusted by Ministry of Education, Heilongjiang Provincial College of Education has undertaken the analysis work of the survey. By an- alyzing the proportion of teaching faculty, teachers＇ academic backgrounds, professional knowledge and teaching ability in fundamental education, and teachers＇ attitudes towards multi--level training, this analysis has highlighted the major problems of teachers＇ professional development stage and multi-level training and put forth corresponding policy solutions for enhancing the training quality and effects.