本文選題：印度 + 農(nóng)村教師��； 參考：《外國(guó)教育研究》2011年10期

【摘要】：隨著義務(wù)教育的普及,印度農(nóng)村師資的需求不斷擴(kuò)大,因此通過(guò)各種渠道招募了不同素質(zhì)水平的教師。為了提高教育教學(xué)質(zhì)量,印度政府從中央到地方采取不同措施開(kāi)展教師在職培訓(xùn)。在農(nóng)村初等教育教師在職培訓(xùn)中存在諸如機(jī)會(huì)的區(qū)域差異、學(xué)段差異、辦學(xué)主體差異、性別差異等問(wèn)題。印度政府解決農(nóng)村教師培訓(xùn)機(jī)會(huì)問(wèn)題的對(duì)策對(duì)于思考我國(guó)基礎(chǔ)教育中農(nóng)村教師的培訓(xùn)問(wèn)題有著一定的啟示。
[Abstract]:With the popularization of compulsory education, the demand for teachers in rural India is expanding, so teachers of different qualities have been recruited through various channels. In order to improve the quality of teaching and learning, the Indian government has taken different measures from central to local to carry out in-service teacher training. There are some problems in in-service training of rural primary education teachers, such as regional difference of opportunity, difference of learning stage, difference of main body of running school, gender difference and so on. The countermeasures of the Indian government to solve the problem of training opportunities for rural teachers have some enlightenment for thinking about the training of rural teachers in the basic education of our country.
【作者單位】： 牡丹江師范學(xué)院教育系;中華人民共和國(guó)教育部基礎(chǔ)教育課程教材發(fā)展中心;
【基金】：教育部人文社會(huì)科學(xué)重點(diǎn)研究基地重大項(xiàng)目《農(nóng)村義務(wù)教育教師政策研究》(項(xiàng)目編號(hào):08JJD880236) 黑龍江省教改項(xiàng)目《地方高師院校農(nóng)村教師培養(yǎng)培訓(xùn)一體化研究》(項(xiàng)目編號(hào):10-XZ11007) 牡丹江師范學(xué)院科研項(xiàng)目《農(nóng)村中小學(xué)教師專業(yè)發(fā)展問(wèn)題研究》(項(xiàng)目編號(hào):RY200907)
【分類號(hào)】：G525.1

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