特困地区中小学数学教师培训状况与需求调查研究

A Survey of Current Status and Demands of In-Service Primary and Secondary School Mathematics Teachers’Professional Learning in Contiguous Poor Areas

对全国19个特困县中小学数学教师的抽样调查表明,最近两年教师参加地市级以上培训的平均次数不足一次,参加县级、学区级培训的平均次数1~2次.相比已有的培训内容,数学教师更需要的是学生心理健康、学生认知发展和学习心理、如何更好地使用教材、如何做科研的相关培训内容.相比被动接受式的培训形式,数学教师更喜欢现场教学技能训练等参与互动式的形式.此外,差异分析结果发现,乡镇和农村的小学数学教师仍然需要有关教学技能和学科知识的相关培训.教龄10年以下的数学教师对培训的需求丰富多元,教龄20年以上的数学教师更需要信息技术的培训.

This study investigated the current status and demands of in-service primary and secondary school mathematics teachers’professional learning from 19 counties distributed in contiguous poor areas.The results were as follows:In the past two years,teachers in contiguous poor areas had municipal-level and above training less than one time and county-level or district-level training one or two times.Compared to the existing trainings,these teachers needed more training related to the psychological health and cognitive development of children,how to research,and how to use textbooks.Teachers preferred interactive forms of training over passive forms.Furthermore,the results of a difference analysis showed that teachers in towns and rural areas needed professional activities related to subject knowledge and pedagogical teaching competencies.Teachers with less than 10 years of teaching experience had diverse demands for training;however,ICT was the urgent demand of teachers with more than 20 years of teaching experience.