贫困地区中学教师专业能力精准帮扶探讨

Discussion on Targeted Help of Middle School Teachers' Professional Ability in Poor Areas

中学教师专业标准包括专业理念与师德、专业知识、专业能力3个维度14个领域61项要求。按此标准,以"大数据思维、个性化帮扶、点对点提升"为主要特征的Y市"大数据+教师专业发展支持系统",对于被帮扶教师的专业发展和能力提升具有重要的意义。事实上,将该系统应用于S县教育扶贫的实践,仅仅运行一年,教师专业标准达成度明显提升,学生学业成就明显增强,专家指导评价持续向好。究其原因,大数据思维与点对点帮扶显然很重要,更重要的是该系统有反思性教学环节。为进一步提升该系统的运行效果,应进一步挖掘反思性教学的价值,在按照教师专业标准转变教师思维、提升教师能力、增强教师素养的基础上,进一步完善激励机制、沟通机制、遴选机制与反思保障机制。

Middle school teachers’professional standards include 3 dimensions 14 areas and 61 requirements,which consists of professional ideas and ethics,professional knowledge and professional ability.According to this standard,the supporting system for professional development of teachers in Y City,which is characterized by“big data thinking,individualized help and point-to-point promotion”,is of great significance to the professional development and ability improvement of helped teachers.In fact,only one year of operation after the application of the system to the practice of education and poverty alleviation in S County,the degree of achievement of teachers’professional standards is obviously improved,students’academic achievements are obviously enhanced,and the evaluation of expert guidance continues to improve.The reason is that big data thinking and point-to-point help are obviously very important,and more importantly,the system has reflective teaching links.In order to further improve the operation effect of the system,the value of reflective teaching should be further explored,and the incentive mechanism should be further improved on the basis of transforming teachers’thinking,improving teachers’ability and enhancing teachers’accomplishment according to the teachers’professional standards.