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从2001年起,我校承担了市“十·五”规划重点课题《小学反思型教师培训模式研究》的研究。几年来,本着“过程与结果同样重要”的思想,采取行动研究策略,扎实地开展了课题研究,有效地促进了教师专业发展,获得了多方面的肯定。通过课题研究,我们对反思型教师培训的涵义也形成了一定的理性认识。一、反思型教师培训是一种校本培训按欧洲教师教育协会1989年的界定,校本培训指的是源于学校课程和整体规划的需要,由学校发起组织,旨在满足个体教师的工作需求的校内培训活动。这一界定指明了校本培训的出发点——“学校课程和整体规划的需要”,校本培训的主体——“学校发起组织”,校本培训的目标——“满足个体
Since 2001, our school has undertaken the research on the Key Project of “10th Five-Year” Plan for Primary School Reflective Teacher Training Model. In the past few years, based on the idea that “the process and the result are equally important”, we have taken an action research strategy and conducted a solid research project to effectively promote the professional development of teachers and obtained many affirmations. Through the research of the subject, we have also formed a rational understanding of the meaning of reflective teacher training. First, reflective teacher training is a school-based training According to the European Association of Teachers Education in 1989, school-based training refers to the needs of the school curriculum and overall planning, initiated by the school organization designed to meet the individual teacher’s job requirements In-school training activities. This definition points out the starting point of school-based training - “the need of school curriculum and overall planning”, the main body of school-based training - “school sponsoring organizations”, school-based training objectives - "meet the individual