少数民族贫困地区教师嵌入式发展的内涵、特点及路径

Connotation,Characteristics and Path of Embedded Development of Teachers in Poverty-stricken Ethnic Minority Regions

少数民族贫困地区教师发展最为突出的问题表现在三个层面上:一是职前教师的培养,教育理论与少数民族贫困地区的教育实践相脱节导致刚入职的教师不能很好地满足本地实际工作的需求;二是入职教师大多缺乏相应的入职指导,导致部分教师流失;三是在职教师的专业发展质量不高。针对少数民族贫困地区教师发展的困境,本研究提出教师嵌入式发展方式予以解决。教师嵌入式发展是指教师在专业发展中应用嵌入的方式,在嵌入的状态下,谋求专业上的发展。教师嵌入式发展有着非常复杂的结构,呈现出阶段性、差异性和层次性的特点。为此,在宏观层面上,国家应为教师嵌入式发展提供充足的经费和健全的制度保障;在中观层面上,学校应为教师嵌入式发展营造自由、宽松、便利的成长环境;在微观层面上,教师应最大化地激发自身专业发展的学习力。

The study finds that the most prominent issues concerning teachers development in poor ethnic regions are as follows at three levels:Firstly,in the aspect of training pre-service teachers,the disconnection between education theory and practice in the poor ethnic regions results in new teachers inability to accomplish local practical work;secondly,most new teachers lack corresponding guidance which aggravates talents loss;thirdly,The professional development quality of in-service teachers is not high.Targeting the dilemma of teachers’development,this study proposes a way of embedded development for teachers which means that teachers apply embedding measures in professional development and seek professional opportunities.It has a very complex structure,showing the characteristics of stages,differences and levels.Therefore,at the macro level,the country should provide sufficient funds and sound system;at the medium level,schools should create a free,relaxed and convenient environment for teacher's embedded development;at the micro level,teachers should maximize their learning ability to stimulate their own professional development.