本文關(guān)鍵詞：“國(guó)培計(jì)劃”短期集中培訓(xùn)課程研究　出處：《揚(yáng)州大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

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【摘要】：“中小學(xué)教師國(guó)家級(jí)培訓(xùn)計(jì)劃”簡(jiǎn)稱“國(guó)培計(jì)劃”,是國(guó)家教育部、財(cái)政部于2010年正式頒布實(shí)施的有關(guān)中西部農(nóng)村教師職后培訓(xùn)計(jì)劃。主要培訓(xùn)對(duì)象為農(nóng)村中小學(xué)骨干教師,計(jì)劃旨在提高中西部農(nóng)村教師隊(duì)伍的整體素質(zhì)�！皣�(guó)培計(jì)劃”主要包括“中小學(xué)教師示范性培訓(xùn)項(xiàng)目”和“中西部農(nóng)村骨干教師培訓(xùn)項(xiàng)目”兩項(xiàng)內(nèi)容�！爸形鞑哭r(nóng)村骨干教師培訓(xùn)項(xiàng)目”中農(nóng)村中小學(xué)教師短期集中培訓(xùn)是其主要培訓(xùn)形式,并且深受中西部農(nóng)村教師的喜愛(ài)。短期集中培訓(xùn)顧名思義就是短期的(一般為15-20天)、集中的(每年的某月份)、群體性(人數(shù)在30-50人)培訓(xùn)。自2010年“國(guó)培計(jì)劃”全面實(shí)施以來(lái),中西部短期集中培訓(xùn)取得了很大的成就。一方面促進(jìn)了培訓(xùn)院校師資力量的科研能力、團(tuán)隊(duì)合作能力,另一方面極大地提高了中西部地區(qū)農(nóng)村教師的專業(yè)知識(shí)和綜合素養(yǎng)。但是,隨著“國(guó)培計(jì)劃”的日趨成熟,一些問(wèn)題也顯現(xiàn)出來(lái),如培訓(xùn)的課程問(wèn)題�！皣�(guó)培計(jì)劃”骨干教師短期培訓(xùn)過(guò)程中課程是培訓(xùn)的核心,是培訓(xùn)活動(dòng)得以進(jìn)行的有效載體,影響著培訓(xùn)的效果,決定著培訓(xùn)的成敗。但是,在目前“國(guó)培計(jì)劃”執(zhí)行過(guò)程中,培訓(xùn)課程在一定程度上降低了培訓(xùn)效果,制約了培訓(xùn)發(fā)展,所以有必要對(duì)培訓(xùn)課程進(jìn)行分析研究,了解培訓(xùn)課程的選題、開(kāi)發(fā)、設(shè)計(jì)及課程實(shí)施的整個(gè)過(guò)程,只有這樣才能更好的調(diào)控課程從而使培訓(xùn)課程發(fā)揮應(yīng)有的培訓(xùn)效果。本研究主要以“國(guó)培計(jì)劃”農(nóng)村骨干教師短期集中培訓(xùn)課程為研究的主要對(duì)象,通過(guò)整理國(guó)內(nèi)外有關(guān)農(nóng)村教師培訓(xùn)和農(nóng)村教師培訓(xùn)課程的相關(guān)文獻(xiàn),了解目前農(nóng)村教師培訓(xùn)、培訓(xùn)課程的現(xiàn)狀。同時(shí),研究以終身教育理論、教師專業(yè)發(fā)展理論和泰勒原理做理論支撐,在“國(guó)培計(jì)劃”理性思考的基礎(chǔ)上,展開(kāi)對(duì)“國(guó)培計(jì)劃”短期集中培訓(xùn)課程的探索、研究。研究主要以某市X大學(xué)承辦的“國(guó)培”為調(diào)研對(duì)象,以小學(xué)綜合實(shí)踐活動(dòng)課的培訓(xùn)方案為個(gè)案,通過(guò)設(shè)計(jì)問(wèn)卷和訪談來(lái)了解參培教師的培訓(xùn)需求、培訓(xùn)目的、培訓(xùn)方式、學(xué)員對(duì)課程的看法、影響學(xué)員學(xué)習(xí)積極性的因素、學(xué)員對(duì)課程的評(píng)價(jià)、課程滿意度及實(shí)際開(kāi)設(shè)課程等方面現(xiàn)狀,然后結(jié)合國(guó)家頒布的《國(guó)培課標(biāo)》對(duì)之進(jìn)行分析,以找出培訓(xùn)課程存在的一些問(wèn)題,尤其是培訓(xùn)課程內(nèi)容方面存在的一些不足。最后,在調(diào)研數(shù)據(jù)有力證實(shí)基礎(chǔ)上,整理歸類培訓(xùn)課程存在的主要問(wèn)題,針對(duì)問(wèn)題進(jìn)行原因剖析,從而為“國(guó)培”短期集中培訓(xùn)課程提出科學(xué)的改進(jìn)性建議。
[Abstract]:The "National training Plan for Primary and Secondary School Teachers", referred to as the "National Education Plan", is the Ministry of Education. In 2010, the Ministry of Finance formally promulgated and implemented the central and western rural teachers' post-service training plan. The main training target is the rural primary and secondary school backbone teachers. The program aims to improve the overall quality of the rural teachers in the central and western regions. The "National training Program" mainly includes the "demonstration training Program for Primary and Secondary School Teachers" and the "Central and Western Rural backbone teacher training Project". " The central and western rural backbone teacher training project "the rural primary and secondary school teacher short-term centralized training is its main training form." As the name implies, short-term centralized training is short-term (usually 15-20 days, concentrated (a certain month of each year). Group (30-50 people) training. Since 2010, the National Education Plan has been fully implemented. The central and western short-term centralized training has made great achievements. On the one hand, it has promoted the ability of scientific research and team cooperation in training the faculty of colleges and universities. On the other hand, it has greatly improved the professional knowledge and comprehensive literacy of rural teachers in the central and western regions. However, with the maturation of the "National Education Program", some problems also appear. For example, the course of training is the core of training and the effective carrier of training activities, which affects the effect of training. However, in the process of implementation of the current "national training plan", the training course to some extent reduces the training effect and restricts the training development, so it is necessary to analyze and study the training course. Understand the whole process of selecting, developing, designing and implementing the training course. Only in this way can the curriculum be better regulated so that the training course can play its due training effect. This study mainly focuses on the short-term centralized training courses for the rural backbone teachers of the "National training Program". Through collating the relevant literature of rural teacher training and rural teacher training curriculum at home and abroad, to understand the current situation of rural teacher training and training courses. At the same time, to study the theory of lifelong education. The theory of teacher professional development and Taylor's principle are the theoretical support, and on the basis of rational thinking of "national training plan", the exploration of "national training plan" short-term centralized training course is carried out. Research. The research mainly take "Guopei" undertaken by X University in a certain city as the research object, take the primary school comprehensive practice activity course training program as the case, through the design questionnaire and the interview to understand the training demand of the teachers. Training objectives, training methods, students' views on the course, factors that affect the students' learning enthusiasm, students' evaluation of the course, course satisfaction and the actual setting up of the course, and so on. Then combined with the national education curriculum standard issued by the country to analyze it to find out some problems in the training curriculum, especially some deficiencies in the content of the training course. Finally. On the basis of the investigation data, the main problems in classifying the training courses are sorted out, and the causes of the problems are analyzed, so as to put forward scientific improvement suggestions for the short term centralized training courses of "Guopei".
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G635.1

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