义务教育阶段教师培训调查:现状、问题与建议

A Study on the Training of Teachers for the Compulsory Education

2008年以来，中央财政加大了对义务教育阶段教师培训的投入，各省市根据地区实际状况也探索了各具特色的教师培训模式。然而，教师培训制度和实践中的各种矛盾和问题也浮现出来。为了更加准确、深入地了解当前我国教师培训制度和实际运作情况，本研究在全国范围内（东、中、西部）开展了调研。样本覆盖11个省（直辖市），并兼顾了城乡以及不同层次学校的教师、培训者、管理者和政策制定者。研究共回收教师问卷9，197份，培训者问卷298份；访谈300余人，观察了各类培训课堂及中小学课堂，并收集了大量实物及政策文本。研究发现:义务教育阶段教师培训层级的中心在逐渐下沉，校本研修已占最大比例；培训的内容理论太多，而且仍采用大班讲授的方式，很难满足教师对教学实际操作的需求；中西部农村贫困地区教师的培训机会明显少于城市教师，用于培训的经济支出负担过重，而且出现了“中部低洼”现象；培训者培训严重不足，自身的专业发展难以保证。研究建议:建立开放、有序的教师培训体系；提高培训质量；改进培训的激励和评估制度；完善 教师培训的财政保障体系；加大对中西部农村贫困地区教师培训的投入。

Since 2008 ， Chinese central government has increased its financial investment in the training of teachers for the compulsory education. Although various kinds of training models have been developed by many provinces， problems and issues still exist. In order to understand the current situation， the authors conduct a survey in 11 provinces and autonomous municipalities in eastern， central， and western parts of China. The sample includes teachers from rural and urban schools ， trainers ， administrators ， and policy makers. The study administers 9 ，197 teacher questionnaires ， 298 trainer questionnaires， more than 300 interviews， observations of various schools and training classrooms， many documents and policy texts. The result indicates that school-based training has taken the biggest proportion of teachers 爷 professional development. Too much theoretical contents in large class lecture format do not meet the needs of teachers for hands-on classroom teaching. Teachers in the poor and rural districts of the central and western parts of China have fewer opportunities to get training than their counterparts in the urban schools and in the eastern parts. They also have more financial burden for the training， especially in the central part of China. The training for trainers is not enough for their professional development as well. The study suggests the establishment of a more open and orderly teacher training system， the improvement of the quality of training， the incentive and evaluation system as well as the financial assurance for the teachers in the poor rural areas in central and western parts of China.