非师范类新教师规范化培训方案设计与实践及质量评估与改进——以F省为例  

Design and Practice of Standardized Training Program for Non-Normal New Teachers and Quality Assessment and Improvement——Taking F Province as an Example

作　　者：万丙晟[1] 邱俊珲[1] WAN Bing-sheng;QIU Jun-hui(Training Management Division,Fujian Institute of Education,Fuzhou 350025,China)

机构地区：[1]福建教育学院培训管理处,福州350025

出　　处：《黑龙江教师发展学院学报》2024年第8期10-13,共4页Journal of Heilongjiang Institute of Teacher Development

基　　金：福建省教育科学“十四五”规划2022年度课题“新时代福建省基础教育师资培养及其评估研究”(FJJKBK22-218);福建省社科基金青年项目“新时代基础教育教师培训质量测评与提升路径研究”(FJ2022C025)。

摘　　要：非师范类新教师因未经过系统的师范教育,普遍存在从教初期的适应困难。鉴于此,提出应对非师范新教师开展规范化培训,并以F省为例,通过梳理非师范新教师的特点与培训需求,探讨非师范新教师培训方案和运行机制,以提升新教师的职业适应能力。同时,探讨培训的质量评估与反馈,以期为非师范教师培养培训方案的完善提供借鉴。Due to the lack of systematic normal education,the non-normal new teachers generally have difficulties in adapting to the early stages of teaching.Therefore,this paper proposes to carry out standardized training for non-normal new teachers.Taking F Province as an example,this paper sorts out the characteristics and training needs of non-normal new teachers,and explores the training program and operation mechanism of non-normal new teachers to enhance the professional adaptability of new teachers.At the same time,this paper discusses the quality evaluation and feedback of training,in order to provide reference for the improvement of the training program for non-normal teachers.

关 键 词：非师范新教师 培养方案 教育教学能力 学科素养 

分 类 号：G635.1[文化科学—教育学]