农村教师有效参与校本教研的激励路径探析——基于生存·关系·成长理论的视角

Exploration of the Incentive Approaches for Rural Teachers to Effectively Participate in School-based Teaching Research——Based on Existence Relatedness Growth Theory

农村教师是改善农村教育的中坚力量,校本教研是农村教师专业发展的主要途径。为解决农村教师被动参与校本教研的问题,基于生存·关系·成长理论,可以通过为农村教师开展校本教研设置专项教研奖励和补助资金、提供有针对性的校本教研活动、改善教研条件;促进分布式领导、构筑专业学习共同体、发展联片教研;为农村教师及时的反馈和有效的评价、通过实践效用激发农村教师的专业发展愿望等措施,达到通过校本教研提升农村教师的教学实践能力和专业发展的目的。

Teachers in rural area are the backbone force to improve the education quality in China rural area, school - based teaching research is one of the main approaches for rural teachers＇ professional development. In order to solve the problem that rural teachers taking part in school - based teaching research passively, based on Existence ~ Relatedness ~ Growth the- ory, it is possible by setting special teaching research bonus and rewards, providing targeted teaching research activities, improving teaching research conditions; accelerating distributive leadership, building professional development community, promoting the joint teaching; providing timely and effective evaluation to rural teachers, stimulating rural teachers＇ profes- sional development will by practice effectiveness, moreover, to improve rural teachers＇ teaching competence through school- based teaching research thoroughly.