首页 > 资料专栏 > 论文 > 组织论文 > 绩效管理论文 > MBA论文_基于素质模型的基层教师培训研究_以重庆FL职教中心为例

MBA论文_基于素质模型的基层教师培训研究_以重庆FL职教中心为例

重庆团购
V 实名认证
内容提供者
热门搜索
资料大小:1332KB(压缩后)
文档格式:DOC
资料语言:中文版/英文版/日文版
解压密码:m448
更新时间:2020/2/8(发布于重庆)

类型:金牌资料
积分:--
推荐:升级会员

   点此下载 ==>> 点击下载文档


文本描述
Category Number:Level of Secrecy:
Serial Number :Student Number:52152346134
Master's Dissertation of Chongqing University of Technology
Research on the improvement of basic
level teacher training based on the quality
model -- a case study of FL Vocational
Education Center
Postgraduate:YinZihan
Supervisor:SunLilu
Degree Category:Professional Degree
Specialty:MBA
Research Direction:Human resource nagement
Training Unit:MBA Education Center
Thesis Deadline:March 10, 2018
Oral Defense Date:May 26, 2018
学位论文原创性声明及授权声明
重庆理工大学
学位论文原创性声明
本人郑重声明:所呈交的学位论文是本人在导师的指导下,独立进行研宄所取得的
成果。除文中特别加以标注引用的内容外,本论文不包含任何其他个人或集体已经发表
或撰写的成果、作品。对本文的研究做出重要贡献的集体和个人,均已在文中以明确方
式标明。
本人承担本声明的法律后果。
作者签名:


72
^
日期年^月日
学位论文使用授权声明
本学位论文作者完全了解学校有关保留、使用学位论文的规定,同意学校保留并向
国家有关部门或机构送交论文的复印件和电子版,允许论文被查阅和借阅。本人授权重
庆理工大学可以将本学位论文的全部或部分内容编入有关数据库进行检索,可以采用影
印、缩印或扫描等复制手段保存和汇编本学位论文。
本学位论文属于(请在以下相应方框内打“v”):
1.保密年解密后适用本授权书。
2_不保密K
作者签名:
p
if^曰期年及月y曰
导师签名:日期:年月日
I
摘 要
《国家中长期教育改革和发展规划纲要(2010-2020年)》中强调了中小学教师
继续教育的重要性,通过关注教学基本能力的提升到知识技能的系统升级,提高教师
的综合素养,从侧重教育培训的参与者数量、课程广度和普及程度等表层技能,向深
度的教师能力体系、继续教育成果的评价指标和培训成果转化等系统性转移。至1999
年教育部关于《中小学教师继续教育规定》颁布后,关于教师培训的方针政策及有关
制度不断完备,但在制度具体落实方面存在着许多问题,在培训过程中容易导致资源
的浪费和目标无法达成
重庆近年来,伴随教育事业的不断发展,教师队伍队伍不断壮大,特别是年轻基
层教师所占的比重也越来越大,长期以来重庆教育部门也在不断的加强基层教师队伍
的培训,包括新任教师岗前培训、在职教师提高培训和骨干教师高级研修等不同的培
训班等,但是培训更多从教师职业技能角度入手,没有形成一套综合的培训制度体系,
在培训时并没有考虑到教师本身的需求和素质特征,比如实践性课程占整体的教师培
训课程较少,中小学教师专业标准、师德教育和信息技术等课程的重视程度不一,而
资源共享平台和系统化的优质课程资源建设、重点建设典型案例和网络课程资源及微
课程建设仍有较大空间。此外,教学资源匮乏的地区,中小学教师培训虽然有政策支
持,但实际上仍然缺乏, 同时对育、音乐、美术等师资紧缺学科专兼职教师和民族
地区双语教师的培训力度开展不够等问题。基层教师素质的高低直接影响着未来教育
事业的发展,因此,基层教师的培训越来越被学校所重视
重庆FL职教中心是重庆FL区委、区政府着力打造的国家级重点中等职业学校,
近年来,伴随学校发展,年轻基层教师在教师队伍所占的比重越来越大,但是目前
FL职教对于基层教师队伍的培训并没有形成一直良好的机制,本文以FL职教中心的
基层教师作为研究对象,首先对学校现有基于基层教师培训的基本情况以及存在问题
进行调查,找到影响教师培训的关键因素,然后帮助学校基于素质模型上建立基层教
师培训体系,然后通过体系的构建,实现提升现有培训,促进学校未来的发展
关键词:素质模型,基层教师,培训制度
III
Abstract
In the outline of the national medium and long term education reform and
development plan (2010-2020 years), the importance of continuing education for primary
and secondary school teachers is emphasized. Through the improvement of the basic
teaching ability to the systematic upgrading of knowledge skills and the improvement of
the comprehensive literacy of teachers, the surface skills such as the number of participants,
the breadth and the degree of popularization of the education and training, the depth of the
teacher's ability system and the depth of the teacher's ability system are emphasized.
Continuing education achievement evaluation index and training results transformation and
other systemic transfer. After the promulgation of the regulations on continuing education
for primary and middle school teachers in the Ministry of education in 1999, the policy and
relevant system of teacher training were complete, but there were many problems in the
concrete implementation of the system, which could easily lead to the waste of resources
and the impossible to achieve in the course of training.
In recent years, in Chongqing, with the continuous development of education, the ranks of
teachers are growing, especially the proportion of young teachers in the grass-roots level.
For a long time, the Education Department of Chongqing has also continuously
strengthened the training of the grass-roots teachers, including the new teachers Gang
Qianpei training, the training of in-service teachers and the advanced training of the
backbone teachers and so on. From the perspective of teachers' professional skills, training
has not formed a comprehensive system of training system. In training, it does not take into
account the needs and qualities of teachers themselves. For example, practical courses take
up less teacher training courses as a whole. Teachers' professional standards for primary
and secondary schools, teachers and morality education and information technology are not
one of the subjects, but the sharing platform and systematization of resources are shared.
There is still much room for the construction of high-quality curriculum resources, key
construction cases, online curriculum resources and micro curriculum construction. In
addition, in the areas where the teaching resources are scarce, the training of primary and
secondary school teachers, although there is policy support, is still lacking. At the same
time, it is not enough to carry out the training of the part-time teachers in education, music
and art teachers and the bilingual teachers in Ethnic Areas. The quality of primary teachers。