论新课改背景下教师的校本培训

【作者】 廖华红；

【导师】 梁永丰；

【作者基本信息】 华南师范大学 ， 教育经济与管理， 2003， 硕士

【摘要】 我国新一轮基础教育课程改革于1999年正式启动，现正处于试点实验阶段。本文试图对此次课程改革背景下教师的校本培训问题进行探讨。 每一次课程改革都会对教师提出新要求，此次课改也不例外。它包括新观念的确立、工作方式的改变以及知识的更新和能力的提高等。教师的观念和能力现状能否适应这些新要求，直接关系到课程改革的成败。但目前教师对此并未做好足够的准备。 培训出合格的教师，对于课程改革的推进来说，正如为一场战争训练出合格的士兵。然而，目前已有的针对新课改的教师培训多为应急型，存在着形式单一、忽视教师主体性、缺乏针对性和延续性等不足，未能完全适应新课改的需要，未能有效缩小教师的观念和能力现状与新课改要求之间的差距。 教师的校本培训，不仅能有效克服现有培训的弊端，而且与新课改在理念上有共通之处。新课改中教师工作方式的变化、综合实践活动课的开设、校本课程的开发等，也提出了对教师进行校本培训的要求。因此，为保证课改的顺利进行，学校必须在组织教师积极参与校外培训的基础上，抓好对教师的校本培训。 进行教师的校本培训，首先需在学校内创建起一个有效的支持系统，如领导的重视、制度的保障、专家的指导、教研组的组织和校际合作等。其次，要根据培训目标的不同，确定不同形式的培训流程。最后，要立足于学校的实际，选择具体的教师校本培训的实施途径，如反思教学、师徒结对、行动研究等。更多还原

【Abstract】 Since 1999, a new curriculum reform of basic education has been initiated in China, and now it is in the second stage--a stage of experiment. This thesis tries to discuss why and how we should carry on the school-based in-service training of teachers on such a background.Each curriculum reform brings forward some new requirements for the teachers, and so does this one. The new requirements include the establishment of new ideas, the change of teachers’ working, the updating of knowledge and the improvement of ability. Whether the teachers get prepared for the reform or not, has much to do with the success of reform. However, the teachers seem to have not got well prepared.As for the advancement of this curriculum reform, the importance of teachers’ training is just like that of training soldiers for a war. But the current in-service training of teachers has some disadvantages, such as the onefold pattern, the deficiency in pertinence and continuity. Now, the teachers are not so competent for the Reform. Therefore, schools involved in the Reform should apply themselves to the school-based in-service training of teachers, and meanwhile, arrange the teachers to attend other training offered out of the schools.To implement the school-based training of teachers, an efficient supporting frame within the school is necessary, including the recognition of the principal, the guarantee of bylaws. Then, according to different objects, different training processes should be adopted. Finally, on the basis of its status quo, one school should choose some special training approaches, among which Reflective Teaching, Apprenticeship and Action Research are in common use.更多还原