中小学教师导师制的理论设计与实践特征  

Theoretical Design and Practice Characteristics of the Mentoring System for Teachers in Primary and Secondary Schools

作　　者：孔凡哲[1] 刘海明 潘婉茹[1] 

机构地区：[1]东北师范大学,吉林长春130024 [2]东北师范大学南湖实验学校,浙江嘉兴314006

出　　处：《现代教育管理》2017年第10期67-73,共7页Modern Education Management

基　　金：2012年度教育部人文社会科学研究规划基金项目"智慧型学校的实践研究与理论分析--依托大学与中小学合作的学校改进的行动研究"(12YJA880057)

摘　　要：为了实现中小学教师的分层培养、快速发展,移植于高校的导师制可以达成此目标。根据中小学实际,中小学教师导师制从高到低依次区分为学术导师、学科导师、教学导师、专题导师、首席教师、指导教师六个层次,每个层次分别指向特定的培养目标,并赋予相应的"菜单式"服务与专业指导。实践表明,中小学教师导师制可以整体加速一所学校群体教师的快速成长,凸显良好的推广价值。In order to train teachers in a stratified way and promote their development rapidly,the Mentoring System which is transplanted from university can help achieve the goal. According to the reality of the schools,the system could include six different levels;Academic Tutors,Subjects Tutors,Teaching Tutors,Special Tutors,Head Teachers and Mentors. Each level has its own specific aim;tutors and the management center provide Menu style service and professional instruction. Five years＇ practice of Mentoring System for teachers shows that implementation of the＂Mentoring System for Teachers＂in primary and secondary schools can accelerate the development of the whole teachers,which highlights a good promotional value.

关 键 词：中小学教师 导师制 教学模式 师资培养 

分 类 号：G451.2[文化科学—教育学]