中国电化教育

与未来人才的需求日益多样化相比,与新技术促进基础教育多层次的变革相比,处于转型期的中小学教师继续教育存在着观念滞后、课程僵化、评价失效、难以满足教师个性化学习需求等问题,这种以强制性为主要特征的继续教育与以服务性和奖励性为主要特征的教育改革背道而驰。该研究采用问卷调查法和访谈法,结合我国中小学教师继续教育现状编制问卷,以全国33个省区的3465名教师为样本开展调查研究。该文在明确教师专业发展的需求本质上,提出教师教育的改进建议:完善教师继续教育的学分认定政策;改进学习形态,应用技术满足个性化的需求。在区域实践基础上,提出了教师研修课程资源建设与应用、基于APP的众包众创教师研修等新模式,旨在为研究者和政策制定者提供借鉴,以顺应教师专业发展的需求,提高教师教育质量。

Nowadays the needs of the future professionals are getting increasingly diversified while the new technologies are driving the multi-level reforms in fundamental education. Yet the further education of primary and secondary school teachers is still at a transitional period, and raises many issues, such as outdated concepts, inflexible courses, dysfunctional evaluation, and failure to meet the individual learning needs. Such a compulsory further education mechanism is opposite to the educational reform that emphasizes the service and motivation. The questionnaire and interview are employed for the research. The questionnaire is prepared in view of the existing further education mechanism of primary and secondary school teachers in the country. 3,465 teachers from 33 provinces and regions across the country are surveyed. The paper identifies the fundamental needs of the teachers' career development. Then it proposes the following suggestions on the governance of teacher education, i.e. perfecting the policy for credit recognition, bettering the learning mechanism and meeting the individualized needs with technological solution. On the basis of regional practice, the author suggests some new models, including the establishment and application of the teachers' further education courses and APPbased crowd innovation and crowdsourcing. This paper is anticipated to serve as reference for the researchers and policy makers, so that the teachers' needs for career development could be properly met and the quality of teachers' education enhanced.