江西省中小学教师职后教育现状分析与对策  

Status Analysis and Countermeasures of Middle and Primary School Teachers' Post Education in Jiangxi

作　　者：何声钟[1] 

机构地区：[1]南昌师范学院基础教育研究中心,江西南昌330032

出　　处：《南昌师范学院学报》2015年第5期91-94,113,共5页Journal of Nanchang Normal University

基　　金：南昌师范学院校级项目"江西中小学教师职后教育调查研究";编号:15JJZD02

摘　　要：教师职后教育是教师专业发展的基本要求和途径,具有系统性、层次性和灵活性等特征。教师专业发展意识和需求与职后教育实施效果具有显著的正相关性。当前,由于应试教育局面未得到根本性扭转,教育本质异化严重,教师职后教育实施状况不尽人意。主要表现为:教师职后教育意识薄弱、功利思想严重、动力缺乏、学校顶层设计缺失、职后教育盲目性大、政府、高师院校、中小学和教师职后教育主体责任不明、制度或措施落实不力、教研组功能严重弱化、学习文化消极、氛围缺失等。Teachers＇post education is the basic requirement and path for teachers＇ professional development with the features of systematicness,hierarchy and flexibility. The conciousness and demand of teachers＇ professional development has remarkable positive correlation property with the effect of post education. At present, Owing to the fact that exam - oriented education has not fundamentally turned, and that the essence education is seriously dissimilaled, the implementation of post education is not so good, mainly shown in the weak awareness of teachers＇ post education, serious utililarian idea, shortage of driving force, shortage of school top - level design, big blindness in post education, unclear body responsibilities of the government, normal schools and middle and primary schools in post education, the poor implementation of systems or measures, serious reduction of the functions of teaching research groups, negative study culture, and in shortage of atomsphere.

关 键 词：江西 中小学教师 职后教育 现状 分析 对策 

分 类 号：G650.56[文化科学—教育学]