民族地区教师培训的困境与突围:基于参训教师的视角——以内蒙古东、西乌珠穆沁旗四所蒙古族小学为个案  

Predicament and Breakthrough of Teacher Training in Ethnic Areas:From the Perspective of Participating Teachers:A Case Study of Four Mongolian Primary Schools in East and West Inner Mongolia

作　　者：苏德[1] 张良[1] SU De;ZHANG Liang(School of conti Education,Minzu University of china,Beijing 100081,China)

机构地区：[1]中央民族大学教育学院,北京100081

出　　处：《贵州民族研究》2018年第11期248-252,共5页Guizhou Ethnic Studies

基　　金：教育部民族教育研究重大项目"边境贫困地区;高寒高海拔地区教育精准脱贫研究"(项目编号:ZXZD18003)的阶段性成果

摘　　要：民族地区教师培训是造就卓越教师的枢纽阶段,亦是提高民族地区教育质量的阿基米德点。基于参训教师的视角,当前民族地区教师培训面临培训内容"一刀切"的文化诉求困境、参与程度不高的过程体验困境、教师专业成长缓慢的培训效能困境。挣脱这些困境的压迫与束缚,就需要建立政府主导下的多元化教师培训机制、建立培训机构引导下的教师参与式培训体系、建立参训学校主导下的教师专业成长促进机制,以提高民族地区教师培训效率,促进民族地区教师专业成长与发展。Teacher training in ethnic minority areas is the hub stage for creating outstanding teachers, and also the Archimedes point to improve the quality of education in ethnic areas. From the perspective of training teachers, the current training of teachers in ethnic areas is faced with the dilemma of "one size fits all" cultural demands, the difficult process experience dilemma and the slow training effectiveness of teachers’ professional growth. To break down the oppression and bondage of these difficulties, it is necessary to establish a diversified teacher training mechanism led by the government, to establish a teacher participation training system under the guidance of the training institutions and to establish a teacher professional growth mechanism under the guidance of the training school, so as to improve the training efficiency of teachers in ethnic areas and promote teachers’ Specialty in ethnic areas. Growth and development.

关 键 词：教师培训 教师专业成长 中国少数民族教育 

分 类 号：G451.2[文化科学—教育学]