【摘要】：伴隨著教育的發(fā)展，以及教師需求的提高，社會中介組織作為一種新的組織形式，以接受委托培訓的方式參與到以前只能由政府性機構(gòu)主辦的教師培訓事業(yè)中來，并且在教師培訓方面發(fā)揮越來越重要的作用。 為了探尋社會中介組織在開展教師職后培訓時所具有的特點和優(yōu)勢，發(fā)現(xiàn)該類組織存在的問題與原因，以更好地促進這類組織的發(fā)展，本文以社會中介組織作為研究對象，從對該類機構(gòu)開展教師培訓的現(xiàn)狀研究中了解當前社會中介組織的生存方式，探索社會中介組織發(fā)展的策略。本文主要由以下幾個部分構(gòu)成： 首先，本文從開展教師培訓的社會中介組織出現(xiàn)、政府性教師培訓機構(gòu)面臨困境等現(xiàn)象出發(fā)，明確了選題緣由，并且定位了研究對象、研究目的、研究意義、研究思路、研究方法等，對本研究需要解決的關(guān)鍵問題進行厘清。 其次，針對研究的對象，對本文的相關(guān)概念進行了界定與辨析。分別闡述了社會中介組織、教師教育以及教師職后培訓的概念，界定本文所要論述的主要內(nèi)容。同時回顧和整理了國內(nèi)外有關(guān)社會中介組織開辦教育以及教師職后培訓的研究成果，在分析總結(jié)的基礎(chǔ)上，建立起本研究的基本框架。 再次，基于相關(guān)理論的基礎(chǔ)之上，，筆者呈現(xiàn)了上海A教育培訓機構(gòu)開展的“武漢市H區(qū)農(nóng)村小學班主任培訓”的項目案例，對項目案例選取的緣由、以及項目案例的開展狀況做相關(guān)介紹，并且也介紹了參訓教師對于培訓項目的反饋分析情況。 繼而，結(jié)合該案例中上海A教育培訓機構(gòu)開展教師職后培訓的現(xiàn)實狀況，對社會中介組織開展教師培訓從操作流程、內(nèi)容設(shè)置、方式安排等方面進行現(xiàn)狀分析。既探討此類機構(gòu)在操作中存在的優(yōu)勢，也總結(jié)培訓開展中尚且存在的問題。 最后，基于理論研究和案例分析的基礎(chǔ)上，筆者嘗試提出社會中介組織開展教師培訓的發(fā)展對策：一方面政府應(yīng)該加強對社會中介組織的監(jiān)督與管理，另一方面社會中介組織在開展教師培訓時也應(yīng)該努力提升自身的核心競爭力。 整個研究筆者嘗試在案例分析的基礎(chǔ)上，總結(jié)出此類組織的發(fā)展特點、優(yōu)勢與不足，并且提出相應(yīng)的發(fā)展策略。從而使這類架構(gòu)能夠走進人們的視野，逐漸受到關(guān)注，以此推動此類機構(gòu)的發(fā)展，為其他教師培訓機構(gòu)提供借鑒。
[Abstract]:With the development of education and the improvement of teachers' demand, social intermediary organizations, as a new form of organization, participate in teacher training which can only be sponsored by governmental institutions. And in teacher training to play a more and more important role. In order to find out the characteristics and advantages of social intermediary organizations in carrying out post-service training for teachers, and to find out the problems and causes of such organizations, so as to better promote the development of such organizations, this paper takes social intermediary organizations as research objects. From the research on the current situation of teachers' training in this kind of institutions, we can find out the existing ways of social intermediary organizations and explore the strategies for the development of social intermediary organizations. This paper mainly consists of the following parts: first of all, this paper starts with the emergence of social intermediary organizations for teacher training and the difficulties faced by government teacher training institutions, and makes clear the reasons for choosing this topic. And the research object, research purpose, research significance, research ideas, research methods and so on, to clarify the key issues to be solved in this study. Secondly, aiming at the object of study, this paper defines and discriminates the related concepts. This paper expounds the concepts of social intermediary organization, teacher education and teacher post-service training, and defines the main contents of this paper. At the same time, it reviews and collates the domestic and foreign research results on the education of social intermediary organizations and teachers' post-vocational training, and establishes the basic framework of this study on the basis of the analysis and summary. Thirdly, based on the relevant theories, the author presents the project case of "class teacher training of rural primary school in H district of Wuhan", which is carried out by Shanghai A education and training institution, and the reason of selecting the project case. It also introduces the situation of the project case, and introduces the feedback analysis of the training project. Then, according to the actual situation of teachers' post-service training in Shanghai A education and training institution, this paper analyzes the current situation of social intermediary organization's carrying out teacher training from the aspects of operation flow, content setting, way arrangement and so on. This paper not only discusses the advantages of such institutions in operation, but also summarizes the problems in training. Finally, based on the theoretical research and case analysis, the author tries to put forward the development of social intermediary organizations to develop teacher training countermeasures: on the one hand, the government should strengthen the supervision and management of social intermediary organizations. On the other hand, social intermediary organizations should also strive to improve their core competitiveness when carrying out teacher training. On the basis of case study, the author tries to sum up the development characteristics, advantages and disadvantages of this kind of organizations, and puts forward corresponding development strategies. So that this kind of structure can come into people's vision, gradually get attention, so as to promote the development of such institutions, and provide reference for other teacher training institutions.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G451.1

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