我国公办小学教师培训存在的问题及对策——基于中国基础教育质量监测数据的研究分析

Public Elementary School Teacher Training: Problems and Countermeasures Based on the Analysis of China's Elementary Education Quality Monitoring

为全面了解我国公办小学教师培训存在的问题,基于2014年中国基础教育质量监测区域项目的测查数据,根据国外的有效教师专业发展理论,从教师培训的实效性、时效性、参与性、持续性、普及性等五个方面对教师培训存在的问题进行全面分析。研究表明:我国公办小学教师培训存在最为严重的问题是培训偏理论,对实践的指导性差,有近七成的教师认为目前培训的实效性较差;其次是培训的参与性不高,六成以上的老师认为目前的培训安排与教学工作安排相冲突;再次为培训内容的时效性,有近四成的教师认为目前的培训缺乏前沿的知识与信息。因此,未来的公办小学教师培训要根据学校所处的地域、位置、教师的学历、所教学科以及教师实际教学需求设计培训方案。

According to foreign effective teacher professional development theory,this study analyzes the problems in public elementary school teacher training in the aspects of effectiveness,efficiency,participation,sustainability and popularity based on nationwide representative data from the Chinese National Innovation Center for Assessment（ CNICA） of Elementary Education Quality in 2014. Results indicate that the most serious problem in teacher training is that much more attention has been paid to theory than to teaching practice,nearly seventy percent of the teachers think the effectiveness of current training is poor; that more than sixty percent of the teachers believe that the scheduling conflict between training and teaching leads to low participation,and that nearly forty percent of the teachers think that the training lacks cutting-edge knowledge and information and results in the inferior efficiency. Therefore,in order to promote our country public elementary school teacher professional development,this study suggests that the training programmer should be designed in the line with the school location,teachers＇ education background,teaching subjects and the practical needs in teaching.