基于教师培训需求的师训行动策略  

A Teacher Training Action Strategy Based on the Training Needs of New Teachers

作　　者：苏香妹 张克龙 Su Xiangmei;Zhang Kelong(Zhejiang Ruian Middle School,Ruian 325200,China;Zhejiang Ruian Education Development Research Institute,Ruian 325299,China)

机构地区：[1]浙江省瑞安中学,浙江瑞安325200 [2]浙江省瑞安市教育发展研究院,浙江瑞安325299

出　　处：《继续教育研究》2024年第10期71-77,共7页Continuing Education Research

基　　金：2022年度浙江省教师教育规划课题“教育高质量发展视角下的区域校本研修提质实践研究”(编号:YB2022070)。

摘　　要：新入职教师培训质量高低关系到新教师在岗工作的态度与效果、专业成长的意愿与习惯。新教师培训存在内驱力不强、忽视真实工作场景中教育教学科学性和艺术性等问题。基于新入职教师的培训需求实证调查,提出并践行了新入职教师因需师训的三大行动策略:课程内容研发需践行“依需求调整预设大课程,催生动态小课程”的行动策略;课程研发的构建方式需践行“训前聚焦疑惑,训中循疑质理、循疑创建、团组提升”的行动策略;课程实施的方式与形式需践行“依需求聘导师,依需求组建学习团队与学习方式,让需求成为行进的课程资源”的行动策略。The quality of training for new teachers is directly related to new teachers’attitudes and effectiveness in their work,as well as their willingness and habits for professional growth.However,the current new teacher training faces issues such as a lack of intrinsic motivation and an oversight of the scientific and artistic aspects of education and teaching in real-world work scenarios.Based on an empirical survey of the training needs of newly-hired teachers,this study proposes and implements three action strategies for on-demand teacher training for new teachers.For course content development,the action strategy of“adjusting preset general courses according to needs and fostering dynamic micro-courses”needs to be implemented;For the course development approach,the action strategy of“focusing on doubts before training,addressing doubts through reasoning during training,creating based on doubts,and promoting team building”needs to be implemented;For the implementation methods and forms of courses,the action strategy of“hiring mentors according to needs,building learning teams and learning methods according to needs,allowing needs to become the driving resource for the course”needs to be implemented.

关 键 词：实证调查 新入职教师 师训课程 师训方式 

分 类 号：G975[文化科学]