我国中小学教师培训效果的实证研究

摘要：随着我国科教兴国和人才强国战略的不断推进,建设学习型社会的不断入,提高人冰素质、提高教学质量成为教育界和整个社会的迫切追求。教师作为教育活动的中坚力量,承担着重要的教学责任,因此,教师专业发展是时代进步的必然要求。教师培训,尤其是在职培训成为提高教师专业素质、促进教师专业发展的重要途径。自改革开放以来,我国颁布了若干政策法规来保障教师专业发展的进行,并投入了大量的人力物力,全国大部分教师为了改进教学质量,参加了多种不同类型不同层次的在职培训。培训对于提高教师的教学观念、知识技能起到了显著的作用,但具体到各地各人,又暴露了一定的问题。

关键词:教师培训；效果；实证研究

总结：教师培训的效果究竟如何?教师参加的培训对知识的增长有多少帮助?培训对于教师行为技能的帮助有多大?基于对这些问题的探求,本论文聚焦在了我国中小学教师培训的效果上,希望通过对培训效果的研究,为以后的教师培训提供合理的建议。目前国内对教师培训的研究多集中于某种模式的探讨,对培训效果的阐述也多处在表面评价和经验总结的水平。

为了全面观察到我国城市、县城和农村不同地区教师培训的总体效果,本论文采用了 “全国中小学教师专业发展状况调查和政策研究数据库”中的部分数据,用实证分析的方法对我国教师的培训效果进行了研究。研究发现,在不同类型的培训中,教师认为新课程培训的帮助最大;从知识层面看,教师认为培训后给专业知识更新与扩展的帮助最大;从教师参加教育技术培训和使用信息技术的情况来看,参加教育技术培训效果越好的教师使用信息技术次数越多,他们会较多的使用信息技术上网查资料、制作并使用多媒体课件。

同时,不同地区、不同任教学段、不同教龄段、不同学历的教师在培训中表现各异,总体来说,乡镇或农村地区的教师培训效果不如城市教师和县城教师;教师任教学段越低,培训效果越好;在多个方面教龄越小的教师培训效果会高于教龄大的教师;学历是大专或本科的教师是所有学历教师中培训效果最明显的群体。因此,教师培训应采取不同模式或方法来针对不同需求的教师。

Abstract：With the continuous progress of the strategy of developing the country through science and education and building a learning society ,improving the quality of talents and the quality of teaching have become an urgent pursuit of the whole society. As the backbone of the educational activities, teachers take on important responsibility of teaching. So teacher professional development is an inevitable tendency. Teacher training, especially the in-service training have become an important way to improve the quality and promote the professional development of teachers. Since the reform and opening up, China has promulgated a number of policies or regulations and put a lot of manpower and resources to enhance teacher professional development. Many teachers participated in a variety of different in-service trainings.

These trainings have not only played a significant role on improving teachers' knowledge and skills, but also exposed some problems. So what the effects of teacher training and how much knowledge and skills have teachers gotten after training? To answer these questions, this paper focus on the effects of school teachers training and provide reasonable suggestions for the future teacher training. To fully observe the effects of teacher training in different areas of China, the paper used part of the data of "National Survey and Policy Research Database for Teacher Professional Development in Primary and Secondary Schools". The studies indicated that most teachers think the new curriculum training is most helpful in different trainings; they think the training can bring great help in updating and extending professional knowledge; from the relationship of educational technology training effect and use of information technology, the teacher who get better training effect will use more information technology, such as search information on line and make multimedia courseware. Meanwhile, the effects for teachers from rural area are not as good as teachers from city and town areas. The effects for primary school teachers are better than junior and senior high school teachers. Teachers with different length of teaching or different degree are make different performance in trainings. So we should adopt different models and approaches for different needs of teachers.

Key Words: school teacher, training effect, empirical study

（来源：关楠楠 2012级教育学原理专业华东师范大学硕士学位论文）