二精准三主线四联动:县域教师专业发展模式的探索与实践  

Two Precision,Three Main Lines and Four Linkage:Research and Practice of the Model of County Teachers’Professional Development

作　　者：廖益[1] 赵三银[1] 徐剑[1] 黄华明[2] 黄德群[3] 孙家明[4] LIAO Yi;ZHAO San-yin;XU Jian;HUANG Hua-ming;HUANG De-qun;SUN Jia-ming(Office of President,Shaoguan University;Department of Education,Shaoguan University;School of Teacher Education,Shaoguan University;Higher Education Research Center,Shaoguan University,Shaoguan 512005,Guangdong,China)

机构地区：[1]韶关学院院长办公室 [2]韶关学院教育学部 [3]韶关学院教师教育学院 [4]韶关学院高等教育研究所,广东韶关512005

出　　处：《韶关学院学报》2021年第5期57-64,共8页Journal of Shaoguan University

基　　金：广东省教育科学“十三五”规划高校哲学社会科学研究项目“新时代粤港澳大湾区背景下乡村教师‘四维一体’培训模式的优化与发展研究”(2019GXJK089)。

摘　　要：县域教师专业发展水平整体提升是县域基础教育实现高质量发展的关键。县域教师专业发展缺乏整体规划、教师培训针对性不强和内驱力不足、培训机构协同乏力等,是县域教师专业发展水平整体提升必须解决的现实问题。“二精准三主线四联动”是县域教师专业发展的新模式,能有效解决县域教师专业发展问题,对促进县域教师专业发展水平整体提升具有重要的理论和实践意义。The overall improvement of county teachers’professional level is the key to achieving high-quality development of county elementary education.For this purpose,realistic problems that must be solved are as follows:lack of overall planning for the professional development of county teachers,lack of pertinence of teacher training,lack of internal driving force,and lack of coordination of training institutions.The new mode of“two precision,three main lines and four linkage”,after having been tested in practice,proves to effectively solve the problems of county teachers’professional development.It has important theoretical and practical significance to promote the overall improvement of county teachers’professional level.

关 键 词：县域 教师专业发展 教师教育 

分 类 号：G451.2[文化科学—教育学]