民族地区中小学教师职后培养的问题与对策研究  

Research on Problems and Countermeasures of Primary and Secondary School Teachers’ Post-service Training in Ethnic Areas

作　　者：马一先 邓旭[1] MA Yixian;DENG Xu(Shenyang Normal University,Shenyang Liaoning 110034,China)

机构地区：[1]沈阳师范大学教育经济与管理研究所,辽宁沈阳110034

出　　处：《吉林省教育学院学报》2020年第2期47-51,共5页Journal of Jilin Provincial Institute of Education

基　　金：全国教育科学规划2016年度国家一般项目“乡村困境儿童成长的教育精准支持研究”(项目编号:BFA160037)研究成果。

摘　　要：民族地区中小学教师职后培养问题一直是教师教育的重点问题。根据民族地区的地域特点,从活动、体制、机制和观念四个范畴,从"应然-实然-应然"的逻辑进行分析。首先,从"互动式"双语培训活动、灵活对接的职后培养体制、因地制宜的评价机制和与时俱进的培养观念来构建民族地区教师职后培养模式的标准;其次,找到民族地区教师职后培养的现实问题,主要有双语培训活动失衡、政策扶持与培训机构设置存在落差、评价机制与教育实际脱节和价值观偏差及传统观念制约四个方面的问题;最后,针对现实存在的问题,提出明确释义双语教师含义、系统建构双语培训模式、灵活推进政策实施、培训课程融合民族特色、评价标准体现地域特点、评价机构呈现地域优势和树立正确价值观导向等建议。The post-service training of primary and secondary school teachers in ethnic minority areas has always been the focus of teacher education. According to the regional characteristics of minority areas, this paper analyses the logic of "ought to be-reality-ought to be" from the four categories of activities, systems, mechanisms and concepts. Firstly, the standards of teacher’s post-service training mode in ethnic minority areas are constructed from "interactive" bilingual training activities, flexible docking post-service training system, and evaluation mechanism adapted to local conditions and the concept of keeping pace with the times. Secondly, the realistic problems of teacher’s post in ethnic minority areas are found, including imbalance of bilingual training activities, gap between policy support and training institutions, and evaluation mechanism. Finally, in view of the existing problems, this paper puts forward four aspects: defining the meaning of bilingual teachers, systematically constructing bilingual training mode, flexibly promoting policy implementation, integrating national characteristics into training courses, reflecting regional characteristics in evaluation criteria, showing regional advantages in evaluation institutions and establishing correct value orientation.

关 键 词：民族地区 教师职后培养 问题与对策 

分 类 号：G635.1[文化科学—教育学]