“国培计划”短期集中培训课程研究

发布时间：2018-01-01 21:10

本文关键词：“国培计划”短期集中培训课程研究　出处：《扬州大学》2016年硕士论文　论文类型：学位论文

【摘要】：“中小学教师国家级培训计划”简称“国培计划”,是国家教育部、财政部于2010年正式颁布实施的有关中西部农村教师职后培训计划。主要培训对象为农村中小学骨干教师,计划旨在提高中西部农村教师队伍的整体素质。“国培计划”主要包括“中小学教师示范性培训项目”和“中西部农村骨干教师培训项目”两项内容。“中西部农村骨干教师培训项目”中农村中小学教师短期集中培训是其主要培训形式,并且深受中西部农村教师的喜爱。短期集中培训顾名思义就是短期的(一般为15-20天)、集中的(每年的某月份)、群体性(人数在30-50人)培训。自2010年“国培计划”全面实施以来,中西部短期集中培训取得了很大的成就。一方面促进了培训院校师资力量的科研能力、团队合作能力,另一方面极大地提高了中西部地区农村教师的专业知识和综合素养。但是,随着“国培计划”的日趋成熟,一些问题也显现出来,如培训的课程问题。“国培计划”骨干教师短期培训过程中课程是培训的核心,是培训活动得以进行的有效载体,影响着培训的效果,决定着培训的成败。但是,在目前“国培计划”执行过程中,培训课程在一定程度上降低了培训效果,制约了培训发展,所以有必要对培训课程进行分析研究,了解培训课程的选题、开发、设计及课程实施的整个过程,只有这样才能更好的调控课程从而使培训课程发挥应有的培训效果。本研究主要以“国培计划”农村骨干教师短期集中培训课程为研究的主要对象,通过整理国内外有关农村教师培训和农村教师培训课程的相关文献,了解目前农村教师培训、培训课程的现状。同时,研究以终身教育理论、教师专业发展理论和泰勒原理做理论支撑,在“国培计划”理性思考的基础上,展开对“国培计划”短期集中培训课程的探索、研究。研究主要以某市X大学承办的“国培”为调研对象,以小学综合实践活动课的培训方案为个案,通过设计问卷和访谈来了解参培教师的培训需求、培训目的、培训方式、学员对课程的看法、影响学员学习积极性的因素、学员对课程的评价、课程满意度及实际开设课程等方面现状,然后结合国家颁布的《国培课标》对之进行分析,以找出培训课程存在的一些问题,尤其是培训课程内容方面存在的一些不足。最后,在调研数据有力证实基础上,整理归类培训课程存在的主要问题,针对问题进行原因剖析,从而为“国培”短期集中培训课程提出科学的改进性建议。
[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".
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G635.1

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