试论中小学教师培训中的三个关系

On the Three Relations in the Training of Primary and Secondary School Teachers

本文提出并论述中小学教师培训中的三个关系问题。一是短期集中培训与中长期专业系统培训的关系。指出,国培计划实施以来,实际上短期培训替代了中长期培训,而且短期培训多是听讲座、参观、访谈、观摩课等活动,以学习流行教育理念、教学方法为主。在分析这类培训弊端的基础上提出了落实"短期集中培训与中长期培训相结合"的对策;二是聘请专家讲座与使用相对稳定教材的关系。在分析没有相对稳定的培训教材只依靠专家讲座的弊端时,提出了应该组织一流的学科专家、课程专家、教学法专家、教育学专家和有丰富实践经验的中小学教师多方结合共同发力,以国家发布的中小学教师专业标准和中小学开设的学科课程为依据编写一套培训教材的建议。三是结业考试与综合评价的关系。论述了培训结业不考试只对学习期间表现写个综合评语就发结业证书的弊端,提出培训结业时需要考试,根据结业考试成绩和学习期间的表现综合评价再发结业证书。

This paper puts forward and discusses three relations in the training of primary and secondary school teachers. First,the relationship between short-term centralized training and medium-term and long-term professional systematic training. It is pointed out that since the implementation of the national training program, short-term training has replaced medium and long-term training in fact, and short-term training is mostly for lectures, visits, interviews, observation classes and other activities, mainly for the study of popular education concepts and teaching methods. On the basis of analyzing the disadvantages of this kind of training, this paper puts forward the Countermeasures of combining short-term centralized training with medium-term and long-term training, and the relationship between hiring expert lectures and using relatively stable teaching materials. In the analysis of the drawbacks of the lack of relatively stable training textbooks relying solely on expert lectures, it is proposed that first-class subject experts, curriculum experts, pedagogical experts, pedagogical experts and primary and secondary school teachers with rich practical experience should be organized to work together to compile a set of training and teaching based on the professional standards issued by the state for primary and secondary school teachers and subject courses offered by primary and secondary schools. Suggestions on materials. Third,the relationship between final examination and comprehensive evaluation. This paper discusses the disadvantage of issuing a certificate of completion without examining the performance of the training course, and points out that it is necessary to take an examination when the training is completed. The certificate of re-issuance is evaluated comprehensively according to the results of the final examination and the performance during the study period.