摘要
乡村教师具有积极而明确的培训动机,倾向于获得实践性和技能型的培训内容和由有教学经验的一线优秀教师担任培训者,采取直观性和体验式的培训方式,在学期工作日参加短期培训。教学任务重和培训项目实施不合理等是乡村教师培训的主要影响因素。为此,我们应该优化乡村教师培训环境、项目类型、课程资源、培训方式、培训者和培训功能,提高乡村教师培训的针对性、影响力、实效性,做人本化、"有温度"和微型化的培训。
Rural teachers have a clear and active motivation of training and they tend to get some practical and skill- oriented learning which are passed on intuitively and experimentally by the excellent primary and middle school teacher with a lot of teaching experiences. They like to take short-time training on weekdays end their difficulties to take training are the heavy teaching task and the irrationality of the project implementation. Based on the these needs, we should optimize the training circumstances and projects, the training method and curriculum resources, the trainer and the training function. Some measures should be taken to promote the pertinency, effectiveness, consequence, humanization, warmth and micromation of teacher training.
作者
何小忠
韩念佟
HE Xiao-zhong HAN Nian-dong(Centre of Teacher Education, Jiangxi Normal University, Nanchang, 330022 College of Education, Jiangxi Normal University, Nanchang, 330022)
出处
《教师教育论坛》
2017年第1期33-38,共6页
Teacher Education Forum
基金
江西省高校人文社会科学重点研究基地江西师范大学教师教育研究中心招标课题"中小学教师培训的有效性调查与对策研究"(编号:JD1533)研究成果
关键词
乡村教师培训
培训需求
培训模式
rural teacher training
training need
training model
