我國(guó)中小學(xué)教師職后培訓(xùn)模式存在的問(wèn)題及對(duì)策研究.pdf

1、沈陽(yáng)師范大學(xué)碩士學(xué)位論文我國(guó)中小學(xué)教師職后培訓(xùn)模式存在的問(wèn)題及對(duì)策研究姓名：王菊申請(qǐng)學(xué)位級(jí)別：碩士專(zhuān)業(yè)：教育學(xué)原理指導(dǎo)教師：經(jīng)柏龍201005012 Research of Problems and Managements on Primary and Secondary School Teachers In-Service Training Model Abstract: We are carrying through the c

2、urriculum reform of foundation education vigorously now, the teachers as the pilot of the foundation education and the implementer of the curriculum reform, whose quality decides the success or failure of foundation educ

3、ation curriculum reform. The structure of the teachers’ quality of the elementary and secondary school has two parts: pre-service cultivation and in-service training. In fact, the graduates of the normal universities be

4、come real teachers from their coming to the platform and having their lessons to students, so they need various kinds of in-service trainings to improve their teaching abilities, we can see from that the in-service train

5、ings are very important. It’s very important that what to train, how to train, who to train, the effectiveness of the training to achieve the effective in-service training. The teachers in-service training of elementary

6、and secondary school is being carried out every year and every term since we began to reform and open up to the outside world, but the result is disappointed. The leaders and the organizer of in-service training don’t ta

7、ke it seriously, or to complete their duties or to cope with the check of superior leaders, the important participants of the in-service training—the teachers are not interested in the in-service training, because they c

8、an’t get real and instructive advice from the in-service training, and nobody values the result of the in-service training, the good or bad results can’t influence the salary, the bonus and the situation of rising in ran

9、k of the teachers. So nobody pays attention to the in-service training of the teachers, and takes it as a assignment to cope with. The writer finds there are a lot of problems under every training model through serious

10、study, as follows: 1) formalization of organization, 2) passivization of participants, 3) utilitarianism of the training purpose, 4) training content lack of timeliness, 5) low effectiveness of training results, 6) no ri

11、ght to express their opinions for the teachers. This paper tries to talk about the existing problems of the in-service training models of the elementary and secondary teachers from these above problems and find the solut