新中国成立以来中小学教师培训政策:历史分期、发展特点与完善策略  

Training Policies for Primary and Secondary School Teachers Since the Founding of New China: Historical Stages, Development Characteristics and Improvement Strategies

作　　者：赵丽 钟祖荣 Li Zhao;Zurong Zhong

机构地区：[1]北京市教师发展中心 [2]北京教育科学研究院

出　　处：《中国远程教育》2023年第3期1-11,35,共12页Chinese Journal of Distance Education

基　　金：北京教育学院2020年院级课题“新中国成立以来中小学教师培训政策的历史演变研究”(课题编号:YB2020-09)的研究成果。

摘　　要：对新中国成立以来中小学教师培训政策发展历程与特点进行研究,可以具体再现教师培训在教师队伍建设中的促进作用,总结教师培训政策发展的规律性,对完善教师培训政策、提高教师培训质效、促进教师队伍建设具有重要价值。本文通过对74个教师培训政策文本进行分析,将教师培训政策的历史分为文化水平提高与合格教学培训(1949—1976年)、学历达标与教学胜任培训(1977—1990年)、继续教育转轨与新课程培训(1991-2009年)、骨干教师培训与中西部农村教师培训并重及国家级培训(2010—2022年)四个时期。相关政策发展有七个特点:一是根据教育事业发展背景与目标、教师队伍现状与建设目标的变化调整培训的目标定位;二是分层分类分岗培训日趋细化周全,持续关注边远农村地区教师培训;三是培训内容结构多维且突出业务,日益注重时代性、针对性、实践性和规范性;四是随着技术进步培训越来越注重新的技术手段的运用;五是根据需要与条件建立和调整培训机构并加强培训基础建设;六是政策类型越来越精细化和专业化;七是政策工具侧重权威工具并不断丰富,日益重视能力和系统变革工具。基于此并结合未来教育发展需要,本文对教师培训政策的发展完善提出了五点策略建议。Conducting research on the development history and characteristics of teacher training policies for primary and secondary schools since the founding of new China can concretely reproduce the role of teacher training in promoting the construction of teacher team and summarize the regularity of the development of teacher training policies, which is of great value for improving teacher training policies, the quality and effectiveness of teacher training and the construction of teacher team. Based on the analysis of 74 teacher training policy texts, the authors find that the history of teacher training policy is divided into four periods: improvement of cultural level and qualified teaching training(1949—1976), academic attainment and teaching competence training(1977—1990), transformation of continuing education and new curriculum training(1991—2009), and equal emphasis on training of backbone teachers and rural teachers and national training(2010—2022). The paper summarizes seven characteristics of policy development: first, the training goals is adjusted with the changes of the development of education,the status of teachers and the construction objectives;second, the hierarchical classification of the training cycle is becoming more and more detailed, constantly focusing on the remote rural areas of teacher training;third, the training content structure is multi-dimensional with a highlight on timely, applicable, practical, and normative contents;fourth, as technology advances, training is increasingly focused on the use of new technical means;fifth, training institutions are established and adjusted and training infrastructure are strengthened according to needs and conditions;sixth, policy types are becoming more and more refined and specialized;seventh, policy tools focus on authoritative tools and continue to enrich with an emphasis on capacity and system change tools. On this basis and combined with the needs of future education development, five suggestions on the development and improvement of teac

关 键 词：中小学教师 继续教育 教师培训政策 历史分期 发展特点 

分 类 号：G451.2[文化科学—教育学]