云南山区九年一贯制学校校本教研探索构想——“整合连贯型”教师教育模式改革尝试  

Framework of School-based Teaching and Research of Nine-year Schools in the Mountainous Areas of Yunnan Province—— Exploring Integration-Continued Teacher Education Model

作　　者：杨国龙[1] 

机构地区：[1]楚雄师范学院教育学院,云南楚雄675000

出　　处：《楚雄师范学院学报》2015年第11期69-72,共4页Journal of Chuxiong Normal University

基　　金：楚雄师范学院校地校企合作专项项目"整合连贯型"教师教育模式在一贯制基础教育学校校本培训中的应用研究;项目编号:XDXQ1507

摘　　要："整合连贯型"教师教育模式,自罗明东教授首先提出并进行理论论证以来,其理论影响与日俱增。在制约学校教育教学质量提升的诸多原因中,教师因分段负责教学任务而带来的对学生成长全过程的漠视,可能是其中的重要原因。因此,假设教师在日常教学中,高度重视学生成长的全过程,在系统发展的思想指导下完成自己的教学任务,应该能够促进教育教学质量的提高。本研究即是在这一思想指导下的应用研究。通过对比实验前后的教师素质状况、教育教学水平状况,验证实施"整合连贯型"教师教育模式在职后教育中的成效,为今后进一步在更大范围推广实施提供实践依据。Ever since the introduction and establishment of the integration- continued teacher education model of Prof. Luo Mingdong,its influence has been increasing. Among the numerous factors related to education quality improvement is the neglect of long- term integral growth of the students due to fragmentized teaching arrangements and responsibilities of the teachers. The long- term integral growth of the students should,therefore,enjoy adequate attention in routine teaching and the teaching objectives should be accomplished under the guidance of systematic development to guarantee improvement of quality of both teaching and education. This study of the present author is an applied one under this idea that takes a contrastive view on quality of both the teachers and their teaching before and after the experiment to demonstrate the effect of the integration- continued model when applied to education. This study can supply basis to wider application of this model in the future.

关 键 词：整合连贯型 九年一贯制学校 校本教研 

分 类 号：G655.12[文化科学—教育学]