【作者】 张棉；

【导师】 王北生；

【作者基本信息】 河南大学 ， 教育学原理， 2003， 硕士

【摘要】 我国自20世纪80年代进一步认识到教师在教育中举足轻重的地位之后，普遍组织了中小学教师的培训活动，并且力度逐年增大。这些培训活动促进了中小学教师的发展和素质提高，极大地改善了我国中小学教师的面貌。但随着时代步伐的前进，这种由高校主持的培训弊端日益显现，于是，有些学校在借鉴国外经验的基础上开展了"校本培训"，这在一定程度上弥补了校外培训的缺陷，但作为以"补缺"为旨归的"培训"，在促进教师主动全面发展方面仍显不足。鉴于此，本文提出了"中小学教师校本发展"这一概念，以期在"校本培训"的基础上探寻更为广阔的教师发展对策。本文分三部分：第一部分："中小学教师校本发展"的提出。文章首先在对"教师发展"和"校本"进行概念辨析的基础上，阐释了"教师校本发展"的含义，并分析了本研究限定于"中小学教师"的原因，接着从四方面考查了"中小学教师校本发展"兴起的缘由：1、对传统培训模式弊端的反思；2、校本课程、校本研究、校本管理的兴起；3、人们对教学本质认识的深化；4、对教师形象的重新设定。第二部分：对国外中小学教师校本发展的省视。由于国外关于教师校本发展多采用"校本培训"方式，故本部分主要对较具代表性的英美两国的校本培训作以考查，并在此基础上省视了国外教师校本培训在促进教师校本发展方面的优势及不足，以作为笔者构思我国中小学教师校本发展的依据。第三部分：我国中小学教师校本发展的构想。本部分在对影响中小学教师校本发展因素分析的基础上，尝试提出了我国中小学教师校本发展的对策：1、转变有关人员的观念；2、实施校本培训；3、开展行动研究；4、建设学习型学校。总之，中小学教师的发展应是主动的、开放的、全面的，促进教师发展需要各方面的努力，尤其是教师本人及其所任职的学校。本文提出教师校本发展并不是对传统培训在促进教师发展方面的否定，而是对其采取的一种弥补和变更措施，而且，校外人员和机构在促进教师发展时也离不开学校和教师的积极参与。因此，希望各中小学、各位老师以及各界关注教师发展的人士行动起来，投身于教师校本发展的探索和实践中。更多还原

【Abstract】 During 1980’s, teachers’ vital status being recognized further in elementary education field, a large number of activities of training teachers having being organized all over the country. Furthermore, the training is being intensified step by step. These actions improve the teachers’ qualities and speed up their development. But with times proceeding, the defects of university-based training are becoming visible, so some schools learn the overseas experience and develop school-based training, which makes up for the defects to some extend. The training to "make up for defects" is not enough to promote teachers’ active and all-round development, in view of this, the paper puts forward the concept of "school-based development of elementary school teachers", in order to search for more extensive countermeasures for teachers’ development.This paper is divided into three parts.The first part puts forward the concept of "school-based development of elementary school teachers". After expounding what teacher’ development and school-base mean, the author gives implication of school-based development of teachers, and analyzes the reason why the research is limited to elementary school. Next, the paper advances four causes about school-based development of teachers’ appearance: （1）Ponderation on traditional training mode; （2）Emergence of school-based curriculum, school-based research and school-based management; （3）Recognizing the teaching essence more deeply; （4）Understanding the image of teachers in new perspective.Because the school-based development of teachers depends on school-based training abroad, the second part mainly examines the representative school-based training in America and England. Based on this, the author further inspects the advantages and disadvantages of school-based training in improving teachers’ school-based development, which is the basis for author to conceive school-based development of elementary school teachers in China.The third part is the conception to promote the school-based development of elementary school teachers. On the basis of the analysis of the factors which affect school-based development of elementary school teachers, the author tries proposing some concrete measures: （1）Changing related personnel’s idea; （2）Implementing school-based training; （3）Launching action research;（4）Setting up learning school.In short, the development of teachers should be active, open and comprehensive. All circles must be responsible for the teachers’ development, especially the teachers and the schools where teachers working. The advancement of school-based development of teachers is not to negate the<WP=5>effects of traditional training in promoting the teachers’ development; on the contrary, it is a reparative and alterative measure. What’s more, the help outside schools for promoting teachers’ development must have the teachers’ and schools’ active participation as its basis. The author hopes related personnel to devote themselves to the practices and research of improving school-based development of teachers.更多还原