農(nóng)村小規(guī)模學校教師培訓模式研究——基于蘭州大學wbert中心培訓項目的探索

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4、 II Study on the training pattern of Rural Small School Teacher —Based on the exploration of training program in WBERT Center of Lanzhou University Abstract Abstract As the rural teacher support plan (2015-2020)，the i

5、mportance of the construction of rural teachers has been referred to an unprecedented height. Teacher training for improving rural teachers' quality，important way to promote the development of rural teachers' spe

6、cialization， great attention by governments and education departments at all levels，and become the hot topic in the field of teacher education research. Small school teachers， as the weakest link in the chain of rural te

7、achers，their development is faced with serious trouble. How to break through，is in front of everybody CARES about rural education. This study based on the theories of adult learning, training, migration theory, practice

8、and reflection on orientation of teacher professional development theory, based on WBERT Center of Lanzhou University for small-scale school teacher training project to explore, to carry out the study of rural small scho

9、ol teacher training model. Research idea is mainly based on the following consideration: center training pattern has both its own characteristics, some problems at the same time, through the case analysis of training pro

10、jects, rural small schools can be shown more clearly present situation and development trend of teacher training. This study integrated use of literature method, case method, questionnaire method, interview method, obser

11、vation method, the center small rural school teachers' training mode to delve into, the following conclusions: (1) The small rural school teachers training stage of the “three integration“ training mode with its lead

12、ing type of training target, training content of the ground, grassroots training subject, participatory training methods by identity, overall satisfaction is higher, teachers' behaviors in real needs further transfor

13、mation, leading the “seed“ teacher professional development, the formation of the district “l(fā)earning community“, achieve good social repercussions.(2) At the same time, the model is too simple training needs analysis, tr