论教师培训的“高原现象”与应对策略——基于教师培训活动组织的视角分析
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摘要
教师培训"高原现象"是指学员在培训中获得的知识与能力不再随着培训的深入而引起自身素养的提高,甚至对培训产生抵触,动机下降,兴趣降低等现象,其影响了培训的本然价值,直接制约着教师的培训效果和教师专业发展。基于教师培训活动组织的视角,将教师培训纳入学校的日常管理,建立教师个人成长档案袋,打破教师培训的政府"垄断权";更要树立教师培训的个人自主性,让教师化被动为主动,构建问题解决的教师培训模式;并探索生成性课程、"做中培",以保持培训的新鲜度,内化知识,激发教师培训的热情,避免"高原现象"出现,以此实现循序梯次的教师专业发展。
Teacher training "highland phenomenon" means that the knowledge and ability acquired by the trainees in the training no longer cause their own literacy improvement with the deepening of the training, and even the resistance to training, the decline of motivation, the decrease of interest, etc., which affects the training. The inherent value directly restricts the training effect of teachers and the professional development of teachers. Based on the perspective of teacher training activities, the teacher training is incorporated into the daily management of the school, the teacher's personal growth portfolio is established, and the government's "monopoly power" is broken. The individual autonomy of teacher training must be established, and the teacher's passive conversion is Take the initiative to build a problem-solving teacher training model, explore generative courses, and "do the middle training" to maintain the freshness of training, internalize knowledge, stimulate the enthusiasm of teacher training, and achieve the goal of avoiding "plateau phenomenon". The professional development of teachers.
Teacher training "highland phenomenon" means that the knowledge and ability acquired by the trainees in the training no longer cause their own literacy improvement with the deepening of the training, and even the resistance to training, the decline of motivation, the decrease of interest, etc., which affects the training. The inherent value directly restricts the training effect of teachers and the professional development of teachers. Based on the perspective of teacher training activities, the teacher training is incorporated into the daily management of the school, the teacher's personal growth portfolio is established, and the government's "monopoly power" is broken. The individual autonomy of teacher training must be established, and the teacher's passive conversion is Take the initiative to build a problem-solving teacher training model, explore generative courses, and "do the middle training" to maintain the freshness of training, internalize knowledge, stimulate the enthusiasm of teacher training, and achieve the goal of avoiding "plateau phenomenon". The professional development of teachers.
引文
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[11]朱文辉.生成性教学:困顿之因与落实之径[J]..当代教育论坛,2018(2):91.
[12]王小为.以问题为中心的中小学校长培训课程研究[J].中小学教师培训,2016(9):34.
[13]王冬凌.构建高效教师培训模式:内涵与策略[J].教育研究,2011(5):109.
[14]张扬.“幼师国培”项目组织实施实效性提高的策略[J]..当代教育论坛,2017(3):65.
[2]马远,凌文辁,刘耀中.职业高原”现象研究进展[J].心理科学,2003(3):531.
[3]夏霄天,李晓波.基于教师发展阶段论的在职教师教育课程设置[J].当代教育论坛,2014(5):60.
[4]赵丹霞.浅谈“学习高原”的成因及对策[J].高等教育研究,2001(6):46.
[5]冯延平,常一民.中小学教师培训有效性的实践研究[J].中国教育学刊,2010(1):76
[6]张二庆,王秀红.我国教师培训中存在的主要问题及其分析——以“国培计划”为例[J].湖南师范大学教育科学学报,2012(7):38.
[7]陈向明,王志明.我国义务教育阶段教师培训财政保障机制探究[J].全球教育展望,2014(7):42.
[8][美]埃德温·M.布里奇斯(Edwin M.Bridges),[美]菲利普·海林杰(Philip Hallinger).以问题为本的学习——在领导发展中运用[M].冯大主译.上海:上海教育出版社,2002:13.
[9]罗超,刘德华.论基于教育问题解决的教师培训模式[J].教育理论与实践,2013(5):36.
[10]朱旭东,宋萑.论教师培训的核心要素[J].教师教育研究,2013(5):4-5.
[11]朱文辉.生成性教学:困顿之因与落实之径[J]..当代教育论坛,2018(2):91.
[12]王小为.以问题为中心的中小学校长培训课程研究[J].中小学教师培训,2016(9):34.
[13]王冬凌.构建高效教师培训模式:内涵与策略[J].教育研究,2011(5):109.
[14]张扬.“幼师国培”项目组织实施实效性提高的策略[J]..当代教育论坛,2017(3):65.