专业化:日本中小学课后服务教师队伍的建设路径  

Professionalisation:The Pathway to Building Teachers’Force About After-School Services in Primary and Secondary Schools in Japan

作　　者：李文英[1] 逯媛 Li Wenying;Lu Yuan(College of Education,Hebei University,Baoding Hebei 071002,China)

机构地区：[1]河北大学教育学院,河北保定071002

出　　处：《教育科学》2023年第4期83-89,共7页Education Science

基　　金：2019年度国家社会科学基金“十三五”规划教育学一般项目“比较教育学思想流派研究”(项目编号:BDA190068)。

摘　　要：教师是中小学课后服务的主要承担者,是决定服务质量的关键因素。日本通过规范课后服务教师准入资格,制定课后服务教师认定资格制度,加强职前培养与职后研修,提供职后晋升途径,提升职业待遇等举措,建立起了专业化的中小学课后服务教师队伍,为日本开展优质的中小学课后服务事业提供了坚实保障。借鉴日本建设课后服务教师队伍的经验,我国应建立课后服务教师制度,确立课后服务教师的专业地位,完善培养培训体系,完备薪资与福利待遇,探索建立职称等级,促进我国课后服务教师的专业化发展。Teachers are the main providers of after-school services in primary and secondary schools and are a key factor in determining the quality of services.Japan has established professional primary and secondary school courses by standardizing the admission qualifications of after-school service teachers,formulating a qualification system for after-school service teachers,strengthening pre-service training and post-service training,providing post-service promotion pathways,and improving career benefits.The team of after-school service teachers provides a solid guarantee for the development of high-quality after-school services in primary and secondary schools in Japan.Drawing on Japan’s experience in building a team of after-school service teachers,China should establish an after-school service teacher system,establish the professional status of after-school service teachers,improve the training system,complete salaries and benefits,explore the establishment of professional title levels,and promote Chinese after-school service teachers’professional development.

关 键 词：课后服务 专业化 教师教育 日本中小学教育 

分 类 号：G51[文化科学—教育学]