本文關(guān)鍵詞：宜賓市中學(xué)教師培訓(xùn)需求分析，，由筆耕文化傳播整理發(fā)布。

        建設(shè)高質(zhì)量的教師隊(duì)伍,是實(shí)施科教興國(guó)的一項(xiàng)重大舉措,是決定基礎(chǔ)教育改革成敗的關(guān)鍵。中小學(xué)教師繼續(xù)教育是切實(shí)提升教師隊(duì)伍素質(zhì)的有效手段,也是教師教育的重要組成部分,在我國(guó)新一輪的基礎(chǔ)教育改革中,研究教師繼續(xù)教育具有十分重要的意義。目前,我國(guó)中小學(xué)教師的繼續(xù)教育工程已全面實(shí)施,教師全員培訓(xùn)開始進(jìn)入總結(jié)、反思進(jìn)而提高階段。培訓(xùn)的“實(shí)效性”是評(píng)價(jià)教師全員培訓(xùn)效果的核心指標(biāo),是每一個(gè)從事教師培訓(xùn)工作的人都在思考的問題。培訓(xùn)工作耗資巨大,究竟受訓(xùn)教師得到何種程度的提高?培訓(xùn)工作存在的問題是什么?何種措施才能切實(shí)提高教師培訓(xùn)的“實(shí)效性”?從前期檢索的文獻(xiàn)可以看出,中小學(xué)教師繼續(xù)教育的研究,以及教師培訓(xùn)需求的研究,都非常注重培訓(xùn)的實(shí)效性,對(duì)影響培訓(xùn)實(shí)效的主要因素即教師參加培訓(xùn)的動(dòng)機(jī)、培訓(xùn)模式、培訓(xùn)內(nèi)容、教學(xué)方法等影響因子已經(jīng)有了較為深入全面的研究。這些研究成果都達(dá)成了一種共識(shí):要提高培訓(xùn)的實(shí)效性,必須對(duì)教師培訓(xùn)需求進(jìn)行全面分析。培訓(xùn)需求的研究是一個(gè)階段性的工作,不同時(shí)期,不同地域,不同的任務(wù),不同的群體,都有不同的培訓(xùn)需求。本研究占在“中學(xué)教師”的角度,以問卷調(diào)查和訪談的方式,對(duì)宜賓市翠屏區(qū)、宜賓縣、長(zhǎng)寧縣、江安縣、南溪縣、珙縣、高縣、筠連縣、屏山縣、興文縣縣城、鄉(xiāng)鎮(zhèn)、農(nóng)村的初級(jí)、高級(jí)和職業(yè)中學(xué)的教師培訓(xùn)需求進(jìn)行了廣泛的調(diào)研。調(diào)研結(jié)果表明,宜賓市中學(xué)教師培訓(xùn)不適應(yīng)教師需求的主要問題表現(xiàn)在以下五個(gè)方面。第一,教師專業(yè)發(fā)展內(nèi)涵模糊,各級(jí)教師培訓(xùn)缺乏針對(duì)教師專業(yè)發(fā)展的目的性。第二,培訓(xùn)教師對(duì)基層教學(xué)實(shí)踐不了解,教學(xué)脫離中學(xué)一線實(shí)際。第三,培訓(xùn)機(jī)構(gòu)缺乏對(duì)教師培訓(xùn)需求的調(diào)研,培訓(xùn)內(nèi)容不適合教師需要;第四,培訓(xùn)時(shí)間安排不合理,擠占了受訓(xùn)教師正常的休息時(shí)間。第五,教育主管部門對(duì)教師需要的政策保障支持不夠,工學(xué)矛盾較為嚴(yán)重地影響到教師參加正常的教師培訓(xùn),而且,經(jīng)濟(jì)負(fù)擔(dān)也成為農(nóng)村教師不小的壓力。同時(shí),對(duì)宜賓市中學(xué)教師培訓(xùn)需求的調(diào)查表明,宜賓市中學(xué)教師普遍認(rèn)為自己欠缺的是教研能力、學(xué)科相關(guān)文化知識(shí);希望學(xué)會(huì)使用先進(jìn)的教育教學(xué)方法,現(xiàn)代化的教學(xué)媒體的使用與制作;喜歡互動(dòng)式的培訓(xùn)教學(xué)方法,以案例展示、問題研討的方式將理論與實(shí)踐聯(lián)系起來(lái);對(duì)培訓(xùn)師資的學(xué)科專業(yè)知識(shí)、教學(xué)技能、科研創(chuàng)新能力要求普遍較高,對(duì)職稱、學(xué)歷無(wú)太高要求,注重基層實(shí)踐經(jīng)驗(yàn)�；谝陨险{(diào)研情況,本研究提出以下解決宜賓市不適應(yīng)中學(xué)教師培訓(xùn)需求問題的主要策略。首先,教育主管部門出臺(tái)相關(guān)政策,保障教師在職進(jìn)修的時(shí)間、精力。其次,切實(shí)做好以教師專業(yè)發(fā)展為目標(biāo)的培訓(xùn)規(guī)化。第三,建立建全信息反饋機(jī)制,根據(jù)社會(huì)和教師個(gè)體的需求進(jìn)行教師培訓(xùn)。第四,整合教師培訓(xùn)資源,統(tǒng)籌培訓(xùn)服務(wù)。第五,建設(shè)一個(gè)高質(zhì)量的、相對(duì)穩(wěn)定的培訓(xùn)師資庫(kù)。

    Building a team of high-qualified teachers is a great treasure to take. It is vital for flourishing our country by science and technology. It is the key point which decides whether the primary education reform can succeed. Further education for primary and middle school teachers is an effective way of improving the quality of them. It is also an important component of education for teachers. In the new reform of primary education of our country, studying teachers’ further education is of great significance. At present, the project of teachers’ further education has already been put into practice. Training for all teachers is entering the stage of summarizing, reflecting and improving. The property of being effective is the key indicator of how to evaluate the training effect. It is also what the people are thinking about who work on teachers’ training. The training is money consuming. So how much have the trained teachers been improved at all? What problems are still existing in the training? What measures can be taken to improve the actual effect of the training practically? We can find from the previous research of relative documents that the study of further education for primary and middle school teachers and the demand of teachers’ training both attach importance to the actual effect. And it still has a deep study of the major aspects including the teachers’ motives, the training mode, the training content, teaching methods, etc. that influence the training effect. All these studies now come to an agreement that it is necessary to analyze fully the training demand. The study of training demand is phased work, i.e. it has different demands according to different periods, areas, tasks and groups.From the angle of teachers, this study has surveyed by means of questionnaires, surveys and interviews, training demands of middle, high and vocational and technical educational school teachers in all the areas, counties, towns and villages of Yibin. The results indicate the major problems that the training of middle school teachers cannot meet their actual needs which can be seen in the following five aspects. Firstly,the connotation of teacher profession development is vague. All levels of training do not aim clearly at teacher profession development. Secondly, teachers taking part in the training do not know primary teaching practice well, and their teaching is separated from practical middle school teaching. Thirdly, training institutions lack surveys of training demands of teachers. Their training contents cannot meet the teachers’ needs. Fourthly, the training schedule is not reasonable and takes up teachers’ rest time. Fifthly, the policy guarantee support from the educational managing department is not adequate. The conflict between working and attending trainings has a relatively serious impact on whether teachers can attend normal training. Additionally, economic burden is a big pressure on countryside teachers as well. Meanwhile, the survey shows that most middle school teachers in Yibin believe what they lack are the abilities of studying the art of teaching and relative knowledge of their subjects. They hope to learn how to make use of advanced teaching methods, modernized teaching medias and how to make those medias by themselves. They like mutually active training and teaching methods and as well as connecting ideas and practice by exhibiting examples and discussing topics. It demands more of teachers’ major knowledge, teaching skills, scientific research and innovation than those of the titles of their technical post and educational backgrounds. And it pays much attention to their practical experiences.Based on all above, this study proposes the following measures of solving the problem that Yibin cannot meet the need of middle school teachers’ training. Firstly, the edcational managing department carries out relative measures to ensure the time and energy for teachers who are attending trainings. Secondly, practically plan trainings which aim at teachers’ profession development. Thirdly, set up an efficient feeding back system and provide teachers’ training according to the needs of the society and individual teachers. Fourthly, integrate teachers’ training resources and plan training services as a whole. And set up a high qualified and relatively stable group of professional teachers’ trainers.

宜賓市中學(xué)教師培訓(xùn)需求分析

中文摘要4-6Abstract6-7引言8-17    (一) 選題的緣由8-10    (二) 文獻(xiàn)綜述10-15    (三) 研究的思路、內(nèi)容和方法15-17一、中學(xué)教師培訓(xùn)需求分析的理論基礎(chǔ)17-22    (一) 中學(xué)教師培訓(xùn)需求分析的相關(guān)概念17    (二) 中學(xué)教師培訓(xùn)需求分析的理論依據(jù)17-22二、宜賓市中學(xué)教師培訓(xùn)需求的實(shí)證分析22-35    (一) 宜賓市中學(xué)教師培訓(xùn)需求的調(diào)查概述22-29    (二) 宜賓市中學(xué)教師培訓(xùn)不適應(yīng)教師需求的主要問題29-35三、宜賓市中學(xué)教師培訓(xùn)需求的適應(yīng)策略35-41    (一) 適應(yīng)中學(xué)教師培訓(xùn)需求的價(jià)值取向35    (二) 解決不適應(yīng)中學(xué)教師培訓(xùn)需求問題的主要舉措35-41結(jié)束語(yǔ)41-42參考文獻(xiàn)42-46附錄46-49致謝49

  本文關(guān)鍵詞：宜賓市中學(xué)教師培訓(xùn)需求分析，由筆耕文化傳播整理發(fā)布。