——以2011年重庆市中小学教师远程培训为例

摘要：教师远程培训是教师培训的一种新的培训形式,这种培训形式不仅对于提高教师教育教学理论水平和实践能力起着作用;而且它lii是教师自身专业成长和发展的有效途径之一。在十七大后,各地根据“大力推进中小学教师远程培训”的要求,在人、财物的投入等方面采取了一系列的措施,并取得了较好的成果。但是由于对远程培训的特殊性的认识存在不足,许多地方在推进远程培训过程中也出现了许多问题,例如:教师远程培训内容与实际需求存在脱节、受训教师对培训持消极态度,缺乏主动性、参加培训的功利性目的强等。为此,对己丌展的远程培训项目进行反思,探寻其成败与得失,对于其本身的完善无疑具有重要的作用。

本论文以2011年重庆市中小学教师远程培训的受训教师为主要研究对象,从教师的基本情况、教师培训中遇到的困难、培训后的感受方面设置问卷,在每个方面又设置几个小的维度,立足于中小学教师作为参加远程培训的主体为基点。为了避免问卷的单向性,在问卷调查的基础上,还编制了访谈问卷,分别访谈了受训教师学校的校长,远程培训项目相关负责人、参加远程培训的学科教师。结合问卷和访谈结果,阐述了重庆市中小学教师远程培训项目实际实施中存在的问题及其原因,并对远程培训项目实际情况中存在的问题,尝试提出了解决中小学教师远程培训项目中存在问题的建议。

论文通过调查发现:受训教师在远程培训中培训观念较为滞后,参加远程培训的主体意识不强,工学矛盾严重,力不从心;远程培训内容理论性强,脱离中小学课程教学,难以学以致用。因此,应增强屮小学教师参与远e培训的枳极性,调动教师学习的内在动力,在远程培训内容的安排上,教学内容设计者应结合各地教学实际情况,了解教师实际需求,注重内容的实效性,教师远程培训项目各个相关部门应协调一致,积极做好教师远程培训工作,真in实现远程培训项目的效果,避免形式化。

关键词:远程教育 受训者 教师培训

Abstract：Remote training of teachers is a new form of training for teacher training, this form of training plays a role not only for improving the level of teacher education teaching theory and practical ability; but it is also an effective way for teachers' professional growth and development .After the 17th CPC National, various regions according to vigorously promote primary and secondary school teachers in remote training requirements, adopted a series of measures in people and property's investment ,and achieved good results. However, due to the lack of awareness of the existence particularity of remote training, Many areas are in promoting remote training process ,there have been many problems .Such as: the contents that teachers 'remote training is a disconnect with the actual demand ,trained teachers had a negative attitude towards training, lack of initiative, trained teachers participate in training utilitarian purposes.

For this reason, remote training programs have been carried out to reflect, explore its success or failure and the gains and losses, which undoubtedly play an important role in its own perfect.

In this thesis, the 2011 Chongqing distance training of primary and secondary school teachers trained teachers as the main object of study, the difficulties encountered by teachers, teacher training ,training feelings set the questionnaire, each set several small dimensions, based anchored in primary and secondary school teachers to participate in the main body of the remote training. I edit the interview questionnaire on the basis of the questionnaire in order to avoid one-way of the questionnaire. Interviews with trained teachers, school principals, remote training programs relevant person in charge, subject teachers to participate in distance training. Combined with the results of questionnaires and interviews, described the problems in the actual implementation of the primary and secondary school teachers in remote training project and the reasons for,and the problems in the actual situation of the distance training programs ,and try and secondary school teachers in remote training programs existed issues.

The paper found that teachers training concepts lags behind and participate Passive, and feel contradictions and powerless between work and study in distance training by survey in the distance training content ,theory detach from the teaching in primary and secondary schools, it is difficult to apply what they have learned. Therefore, we should enhance the enthusiasm of the primary and secondary school teachers in distance training and mobilize teachers to learn the inner power; On the design of the training content, teaching content designers should be ready in conjunction with teaching around the actual situation to understand the actual needs of the teachers, Focus on the effectiveness of content-oriented; teachers remote training programs relevant departments should be coordinated ,and actively carry out the implementation of distance training, realize the effect of distance training project to avoid formality.

Keyword: Distance education; Trainees; Teacher training

（吴雪敏 教育经济与管理西南大学硕士学位论文）