“有效的校本培訓(xùn)”研究——兼談中小學(xué)教師繼續(xù)教育政策分析.pdf

1、學(xué)校代碼：10269學(xué)號：MP022009052攀纛鑲箍是擎“有效的校本培訓(xùn)”研究——兼談中小學(xué)教師繼續(xù)教育政策分析院系：教育管理學(xué)院教育管理系專業(yè)：公共管理碩士(教育經(jīng)濟(jì)與管理)研究方向：教師教育研究生：董隨東指導(dǎo)教師：陳永明教授2005年9月完成AbstractSchool—basedteachertraining(SBrnisaformofcontinuededucationprovidedbyaschoolforallitste

2、achersinordertoincreasetheircapacityforteachingandresearchandtoimprovethequailtyofthesch001SBTTisusuallyconductedbyaschoolundertheguidanceofspecializededucationagenciesorexpertsTheschoolheadmasterisdffecflyresponsiblefor

3、supervisingtheplanningandimplementationofSBTTinlightoftheactualsituationofthesch001Thisthesisaimstoastablishanmodelfor“effectiveSBTT”basedonanalysisofthehistoryandstatusquoofSBTtThe“Introduction’ofthethesispointsoutthata

4、malnproblemwithcurrentSBTTprogramsaretheirlackofeffectiveness，whichiswhyitisworthwhiletostudyhowtoestablishamodelforeffectiveSBTt“ChapterI”fh。stclarifiesthedefinitionofSBTTbasedonananalysisofwhat“schoolbased”meansanddist

5、inguishesbetweenSBTTandotherrelatedconceptsThiswillserveasabasisforfurtheranalysisThenitdescribesthehistoryofSBTTandanalyzesrelevantpoliciesrelatedtotheChinasThreeFiveYeai“Plans”forthecotatinuededucationofprimaryandmiddl

6、eschoolteachers(withBeijingbeinghighlightedasanexample)ThissectionisalloverviewofthetheoreticalbasisandpolicyobiectivesofSBTT“ChapterII”firstdescribesintemationalexperienceinSBTTandanalyzesmainissuesThefLitdiscussesmainp

7、roblemsthatexistincurrentChineseSBTTprograms，includinglackofunderstanding，improperplanning，lackofdiversificationintheirforms，poormanagement，poorevaluationlankofopenness，lackofinterschoolcoilaboration，insufficlentfmancial

8、supportlackof血formationdisseminationetcTheseproblemsareanalyzedbasedonliteraturereviewobservationsandinterviewsThissectionlaysabasisfort11eanalysisofthekeycomponentsof“effectiveSBTT”“ChapterIII”firstproposesadefinitionfo

9、r“E虢ctiveSBTT”Accordingtothisdefinitionandsystematicmethods，itanalyzesthekeycomponentsof“effectiveSBTT”They&redividedintointernalcomponents(includingbackgroundcomponentsandprocesscomponenm)andexternalcomponentsandinclude

10、12basiccomponents：schoolcharacteristics，teachers’characteristics，teachers’motivations，trainingoptions，institutionalstructure，applicabilityplanning，management，assessment，policysupportbyeducationagencies，technicalguidanceb

11、yeducationinstitutionsandservicebyintermediaryagentsTheirinterrelationsareidentifiedThenthethesisproposesthefollowingbasicprinciplesfor“effectiveSBTT”：itissubjecttocontinuouschange；itrequirespublicparticipation；itshouldh

12、aveclearobjectives；itshouldbenexible；itshouldhaveanindependentdecision—makingmechanism；itshouldstrivetoachieveoptimalityitrequirescooperationamongallconcemed，itshouldbeallopenprocess，anditshouldpracticestricteconomyLastl

13、ythethesisproposesstepsofimplementing‘‘effectiveSBTT’’：identifyingdemands；stimulatingmotivations；designingagendaandprograms；selectingtrainingoptions；establishinginstitutionalarrangement；decidingontrainingplans；management

14、insurance；and，assessmentThe“ConclusionsandRecommendations”summarizesthemainissuesrelatedtotheproposedmodelfor“effectiveSBTT，’andmakesrecommendationsonhowtoimprovecontinuededucationforteachersKeyWords：School—basedteachert