中小学骨干教师发展何以持续--基于W市骨干教师的调查  

Research on the Sustainable Development of Backbone Teachers in Primary and Secondary Schools:Based on the Survey of Backbone Teachers in W City

作　　者：陈丹 涂艳国[1] CHEN Dan;TU Yanguo(College of Education,Central China Normal University,Wuhan 430079)

机构地区：[1]华中师范大学教育学院,430079

出　　处：《教育研究与实验》2022年第1期84-89,共6页Educational Research and Experiment

摘　　要：中小学骨干教师的持续发展对于建设高质量教育体系具有重要意义,他们具备良好的发展基础,但仍有提升的空间。调查分析发现,中小学骨干教师在专业发展、学习发展、个人发展、组织发展等方面的平均值高于中间临界值,但各个方面以及每个方面内部不同指标的发展水平存在一定的差异。骨干教师面临持续发展的问题:专业发展因缺乏内在动机和职业规划而较为被动,学习发展因职业倦怠和学习习惯而难以为继,个人发展在家庭生活和崇德尚美方面存在短板,组织发展在团队合作和社会交往方面明显不足。基于此,应当积极引导和支持中小学骨干教师专业发展立足自主、学习发展放眼终身、个人发展走向全面、组织发展讲求和合。The sustainable development of backbone teachers in primary and secondary schools is of great significance to the construction of a high-quality education system. They have a sound foundation for development, but there is still room for improvement. The survey found that the mean of professional development, learning development,personal development, and organizational development of backbone teachers in primary and secondary schools were higher than the medians, but there were some differences in the development level of various aspects and different indicators within each aspect. Some backbone teachers also faced problems of development: professional development was relatively passive due to the lack of intrinsic motivation and career planning, learning development was unsustainable due to job burnout and learning habits, personal development had shortcomings in family life and advocating morality and beauty,and organizational development was obviously insufficient in teamwork and social interaction. Based on the above results,we should actively guide and support their professional development based on autonomy, learning development with a life-long focus, personal development to be comprehensive, and organizational development emphasizing harmony.

关 键 词：中小学 骨干教师 持续发展 

分 类 号：G635.1[文化科学—教育学]