多科型农村初中教师培养模式研究

An Analysis of Training Mode of Multidisciplinary Teachers in Rural Junior Middle School

多科型农村初中教师培养符合全人教育和多元智力的理念,利于教育公平化的实施,也与乡村振兴的战略相适应。通过对“本土化定向培养”模式、“两基础、一专业、一特长”模式、“3+1”模式、“三位一体”模式、“U-N-G”模式在内的多科型农村初中教师培养模式的背景、内涵以及优劣势的分析,发现多科型农村初中教师培养模式是必要且完全可行的,但是还需要政策引导、资金支持、长效技能培训机制和协作发展机制等条件保障来实现教师“下得去、留得住、教得好、有发展”的目标,从而促进农村地区义务教育工作的高质量发展。

The training of multi-relevant rural junior high school teachers conforms to the concept of full education and multi-intelligence,is good for the fair implementation of education,and adapts to the strategy of rural.Through the analysis of background,connotation,advantages and disadvantages of“localized orientation training”model,“two foundations,one professional,one specialty”mode,“3+1”mode,“three-in-one”mode,“U-N-G”model,and multidisciplinary rural junior middle school teacher training model,it shows that the training model of multidisciplinary rural junior middle school teachers is necessary and fully feasible,but it also needs policy guidance,financial support,long-term skills training mechanism and cooperative development mechanism to ensure that teachers“get down,stay,teach well and develop”to promote the high-quality development of compulsory education in rural areas.