【摘要】：教師在職培訓(xùn)是促進(jìn)教師專(zhuān)業(yè)化發(fā)展的重要手段之一。近年來(lái)世界各國(guó)都高度重視教師專(zhuān)業(yè)化發(fā)展,教師培訓(xùn)成為教育領(lǐng)域關(guān)注的熱點(diǎn)。我國(guó)在2009年提出“中小學(xué)教師國(guó)家級(jí)培訓(xùn)計(jì)劃(簡(jiǎn)稱(chēng)‘國(guó)培計(jì)劃’)”,從國(guó)家層面統(tǒng)籌組織,開(kāi)展教師培訓(xùn)工作。本研究以建構(gòu)主義、成人學(xué)習(xí)理論、自我更新取向的教師專(zhuān)業(yè)發(fā)展等為理論基礎(chǔ),以“國(guó)培計(jì)劃”中小學(xué)骨干教師培訓(xùn)為切入點(diǎn),針對(duì)初中生物學(xué)科培訓(xùn)方案的實(shí)施現(xiàn)狀及滿(mǎn)意度等進(jìn)行調(diào)查研究。采用文獻(xiàn)研究法、問(wèn)卷調(diào)查法、訪談法、資料分析法等研究方法,對(duì)2011年—2014年“國(guó)培計(jì)劃”初中生物骨干教師短期集中研修項(xiàng)目參訓(xùn)教師的培訓(xùn)需求、培訓(xùn)方案的滿(mǎn)意度進(jìn)行問(wèn)卷調(diào)查及訪談。得出的結(jié)論是:初中生物教師最喜歡的培訓(xùn)方式是案例分析;最需要的培訓(xùn)內(nèi)容是教學(xué)設(shè)計(jì)、教學(xué)實(shí)施與教學(xué)評(píng)價(jià);最喜歡的培訓(xùn)專(zhuān)家是具有一定理論修養(yǎng)的一線優(yōu)秀骨干教師;最重要的考核方式是課堂參與的表現(xiàn)。學(xué)員對(duì)培訓(xùn)方案整體滿(mǎn)意度較高,但是仍有課程內(nèi)容過(guò)于寬泛且安排緊張、任務(wù)難度大等問(wèn)題。最后提出解決策略:培訓(xùn)方案的設(shè)計(jì)要契合參訓(xùn)教師職業(yè)生涯發(fā)展;課程設(shè)置要分層次、多元化、國(guó)際化;要豐富資源,為中小學(xué)教師建立專(zhuān)門(mén)的文獻(xiàn)數(shù)據(jù)庫(kù),長(zhǎng)期支持教師專(zhuān)業(yè)化發(fā)展等。
[Abstract]:Teacher-in-service training is one of the important means to promote the professional development of teachers. In recent years, many countries all over the world attach great importance to the professional development of teachers, and teacher training has become the focus of attention in the field of education. In 2009, China put forward the "National training Plan for Primary and Secondary School Teachers", which organized the teacher training from the national level. This study is based on constructivism, adult learning theory, self-renewal orientation of teachers' professional development and so on. This paper investigates the status quo and satisfaction of junior high school biology training program. With the methods of literature research, questionnaire survey, interview, data analysis, etc., the training needs of junior high school biology backbone teachers from 2011 to 2014 are analyzed. The satisfaction of the training program was investigated by questionnaire and interview. The conclusions are as follows: the preferred training method of biology teachers in junior high school is case analysis, the most needed training content is teaching design, teaching implementation and teaching evaluation; The most favorite training experts are first-line backbone teachers with certain theoretical accomplishment, and the most important assessment method is the performance of classroom participation. The students' overall satisfaction with the training program is high, but there are still some problems such as too broad content, tight arrangement and difficult task. Finally, the solution strategy is put forward: the design of the training scheme should fit in with the career development of the teachers, the curriculum should be divided into levels, diversified and internationalized, and the resources should be enriched, and a special literature database should be established for the primary and secondary school teachers. Long-term support for the professional development of teachers.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.91

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