我国教师培训研究十年回顾与反思——基于315篇样本的文献计量与分析  

Review and Reflection on Teacher Training Research in China for Ten Years——Based on 315 Sample Measurement and Analysis of Literature

作　　者：赵莹[1] 

机构地区：[1]忻州师范学院,山西忻州034000

出　　处：《忻州师范学院学报》2017年第2期116-120,共5页Journal of Xinzhou Teachers University

基　　金：山西省教育科学"十二五"规划课题(GH-13102)

摘　　要：文章通过对十年来(2006-2015年)CSSCI发表的315篇"教师培训"的论文从培训模式、国外成果介绍、多学科透视、培训有效性、培训评价、课程建设、外部保障条件等九个研究视阈进行分类统计,发现我国教师培训研究在取得丰硕成果的同时,也存在着研究视阈狭窄,开放性不足、重训前、训中研究,训后研究欠缺、评价科学化水平低,过程欠完善等问题,提出了以多元整合视角,拓宽研究视阈、以动态生成视角,加强训后研究、以专业化视角,提升评价水平的建议。Based on ten years （ 2006 - 2015 ）, CSSCI 315 published papers of ＂teacher training＂ from the training mode, achievements abroad is introduced, muhidisciplinary perspective, training effectiveness, training evaluation, curriculum construction, external guarantee conditions, nine research realm to statistical classification, found in the study of teacher training in our country in fruitful results at the same time, there is also research perspective of narrow, the lack of openness, weights before and research in the training, training after the low level of scientific research, evaluation, process problem such as inadequacy, put forward the perspective of integrating to broaden the research perspective, the perspective of the dynamically generated to strengthen research, after training to professional perspective, enhance the level of evaluation.

关 键 词：教师培训 内容分析法 模式 

分 类 号：G451.1[文化科学—教育学]