促进教师专业发展的校本途径研究
摘要：教师的专业发展与学校的发展和校长的专业发展密不可分的，如果对教师专业发展的认同出现缺失，就会导致学校的不和谐发展。学校是教师专业发展的基地，良好的校园氛围的创建、科学的管理机制的形成、有效的实践机会的提供，是培养新时代教师素质、促进教师专业发展的现代学校管理范式。教师是学校发展的生命力，拥有优秀的教师就是学校软实力的重要体现，而教师专业化发展则是教师软实力的核心。在学校环境中，如何利用校本途径来激励教师的专业发展是当前学校管理者们亟待解决的问题。因此，本文将研究如何最大可能地尊重教师在专业成长过程中所遇到的实际问题和不足，充分调动学校的各种资源，通过校本培训、校本教研、校本研修等途径,帮助教师突破瓶颈、实现自我，实现学校可持续发展。
本文的研究思路，是从笔者所在学校的自身情况出发,在认识学校教师的专业成长的普遍规律的基础上，从马斯诺的人的需要层次和自我实现的理论出发，通过校本培训、校本教研、校本研修等途径，尽可能地利用学校资源，帮助教师扫清专业发展的障碍，促进教师的专业化发展和学校的可持续发展。
本文分为五章来论述教师专业发展的校本途径。“教师的专业发展必须根植于学校”是目前教育界达成的普遍共识。本文重点通过二、三、四章来探讨如何通过思维创新营造多维的校本培训、专业引领保障智慧的校本教研、校园文化推进研习的校本研修等三大校本途径来实现教师的专业发展。学校管理者要恰当地利用学校资源，为教师的专业发展创造积极条件；教师应该充分利用学校的资源，激发教师自身的教育热情,在平凡的岗位上实现自我，过一种幸福完整的教育生活。
关键词：教师专业发展；校本培训；校本教研；校本研修；校本教师专业发展途径
总结：1.校本培训：作者个人认为校本培训是从国家的课程设置要求、学校的工作重心和教师的专业发展需求出发,为了解决教师在教育教学过程中的各种问题而设计的一系列培训活动,将教师的理论学习、合作探究、教学实践整合起来,以支撑学校整个教师团队专业发展的学习过程。
2.多维的校本培训途径(1) 以同伴合作为阶梯(2)以专业引领为导航(3) 以专题论坛为平台(4) 以制度完善为保障
3.以专业引领保障智慧的校本教研途径(1)加强校长的责任意识和智慧意识(2)促进教师的教学反思(3)制定科学的校本教研规划
4. 对校本研修误区的反思
反思之一：没有正确处理公幵课与校本研修的关系
反思二：没有正确处理专题讲座与校本研修的关系
反思之三：没有正确处理论文写作与校本研修的关系
反思之四：没有正确处理阅读书籍与校本研修的关系
反思之五:没有正确处理外出学习与校本研修的关系
5. 研习的校本研修途径(1)营造良好的校园文化(2) 建构科学的研修体系(3) 搭建促进教师专业发展的研修平台
Abstract: Professional development of teachers and school development has a very close connection to professional development of principals. The lack of agreement on the teacher professional development will lead to disharmonious development of schools. As school is a base for teacher professional development, creation of good environment on campus, formation of scientific management mechanism, and providing effective practice opportunities, are modern school management paradigm of developing the quality of a new era teachers, and promoting the professional development of teachers. Schools with excellent teachers can strongly reflect its soft power, because teacher is the vitality of school development, and professional development of teachers is the kernel of teacher soft power. Now school- managers has a problem of being solved, which is how to encourage professional development of teachers with the school-based way in school environment. Therefore, this article researches on how to respect teacher's practical problems and shortcomings as maximum as possible in professional growth, fully use various resources of schools, help teachers break through the bottleneck and be oneself, and help schools develop sustainably by school-based training, school-based teaching research, school-based advanced study.
According to the actual situation of the school where author works, the research idea of this article is based on the usual law of teachers' professional growth. It also comes from Maslow's theory about hierarchy of human needs and self-realization, and uses various resources of schools to help teachers break through obstacles and promote professional development, and help schools develop sustainably by school-based training, school-based teaching research, school-based advanced study.
It is discussed in this article about the school-based approach of teacher professional development by five chapters. Now it is widely agreed by education in sector to that teachers' professional development must be rooted in schools. The key point of this article is discussed by chapter two, chapter three and chapter four, on how to realize teachers' professional development by multidimensional school-based training built by innovative thinking, wise school-based teaching research leaded by profession, and school-based study advanced by school culture. School managers should use school resources properly to create positive conditions for teachers' professional development. Teachers should use school resources to stimulate teaching enthusiasm by themselves. They should be themselves in doing extraordinary job, and live a happy, complete teaching life.
Keywords: The professional development of the teachers, School-based training mechanism, School-based research mechanism, School-book study mechanism, School-based professional development mechanism of the teachers
（杨垚 四川师范大学教育科学学院教育硕士）