特岗教师专业化发展中存在的问题及解决办法  

Problems and Solutions in the Special-Post Teacher's Professional Development

作　　者：王安全[1] 刘飞[1] 

机构地区：[1]宁夏大学教育学院,宁夏银川750021

出　　处：《教育理论与实践》2013年第11期37-40,共4页Theory and Practice of Education

基　　金：王安全主持的2010年国家社科基金项目<西部农村地区教师政策问题研究>(项目编号:10BSH009)的阶段性研究成果

摘　　要："特岗计划"是我国2006年基于支援西部农村地区教育建设而提出的。经过6年的发展,特岗教师现已成为充实和支撑西部农村地区教育事业发展的一股重要力量。但是,在查阅文献和对中小学教导主任、特岗教师访谈时发现,特岗教师专业知识单一匮乏、职业规划不明确、生存状态不良、自我职业角色意识模糊等问题影响和制约着西部农村教育质量的提高和农村学生的发展。提高特岗教师的专业化水平,需要加强特岗教师职前与职后培训,完善特岗教师自我职业规划,改进特岗教师转编监督体系,明确特岗教师自我角色意识。The special-post teacher＇s plan was proposed to support the educational construction in the western rural areas in 2006. After six years of development, the special-post teachers have become an important force in supporting and strengthening the western rural education cause. But when checking the documents and interviewing the middle and primary schools＇ directors and the special-post teachers, we find the following problems： the special-post teachers are either in short of professional knowledge or their professional knowledge is single; they are not clear about their professional plan; their living condition is not satisfactory; and their consciousness of professional role is vague. All of these not only influence but also limit the improvement of western rural educational quality and the development of students from rural areas. Hence, we need to strengthen the pre-service training and post-training for the specially contracted teachers, improve their self occupational planning and the supervising system and make sure that they have clear self-role consciousness in order to raise the special-post teachers＇ professional level.

关 键 词：西部农村教育 特岗教师 专业化发展 

分 类 号：G451.2[文化科学—教育学]