西藏中小学理科师资队伍建设现状研究

Study on the Fostering of Science Teachers in Primary and Secondary Schools in Tibet

理科教育薄弱已经成为阻碍民族地区人才培养结构优化和经济转型升级的重要因素,而师资队伍水平则是决定理科教育质量的关键。基于官方统计数据和西藏62所中小学的抽样调查结果显示,西藏中小学理科教师数量基本充足,但城乡之间、各地市间以及理科教师内部的资源配置失衡问题较为突出,并且优质和专业对口的理科教师资源不足。另外,理科教师在具备良好专业精神与教育理念的同时,技术知识(TK)和整合技术的学科教学知识(TPACK)两个知识维度的水平却比较低,乡村教师与年轻教师的专业能力、城镇教师与年长教师的教育理念、少数民族教师的专业理想以及汉族教师的职业认同都有待提升。未来需要着重加强乡村和高海拔地区中小学等基层薄弱学校的理科师资力量,通过调整高校专业结构、提升高学历教师所占比例、返聘优秀教师等手段扩大优质理科教师资源供给,并以提升"教非所学"教师的专业知识、更新年长教师和少数民族教师的教育观念、开展信息技术基本技能训练等为重点,有针对性地提高理科教师的专业发展水平。

Weak science education has become an important factor hindering the optimization of talent training structure and economic transformation and upgrading in ethnic areas,and the level of teachers is the key to determine the quality of science education. Based on official statistics and a sample survey of 62 primary and secondary schools in Tibet,this paper finds that the number of science teachers is generally sufficient,but the imbalance of resource allocation between urban and rural areas,among cities and regions,and within science teachers is relatively prominent,and there are insufficient resources of science teachers with high quality and specialty. In addition,while science teachers have good professional spirit and educational concept,their technical knowledge( TK) and technological pedagogical content knowledge( TPACK) is relatively low. The professional ability of rural teachers and young teachers,the educational concept of urban teachers and older teachers,the professional ideal of ethnic teachers and the professional identity of Han teachers need to be improved. In the future,emphasis needs to be placed on strengthening science teachers in weak grass-roots schools such as primary and secondary schools in rural and high-altitude areas. By means of adjusting the professional structure of colleges and universities,upgrading the level of teachers’ academic qualifications and rehiring outstanding teachers,the supply of high-quality science teachers can be expanded.With the focus on improving the professional knowledge of "teaching non-learning"teachers,updating the educational concepts of older and minority teachers,and carrying out training on basic skills of information technology,the professional development level of science teachers should be improved.