作　　者： ;

机构地区： 广东教育学院

出　　处： 《教育理论与实践》 2001年第3期26-28,共3页

摘　　要： 教师工作困难基本上属于师范性范畴 ,有原发性的 ,也有后发性的。主要源于 :1 教师培养计划及其实施有缺失 ,未能充分正视或预测教师工作困难而提前给予相应的训练 ,对未来教师的适应性或可迁移能力的培养关注不足 ;2 任职学校和教师培训计划没能给予足够的帮助。教师教育 (含职前培养和职后培训 )必须有效地解决教师的工作困难。具体应是明确一个目标 :培养合格教师 ;完善两个体系 :教师培养体系和教师培训体系 ;突破三个难点 :标准、内容、模式 ;建立四个机制 :运作机制、保障机制、激励机制。 The difficulties in teacher's work are basically pedagogical. Some of them existed originally, some occurred in their later teaching process. The causes of these problems are as follows:1) inadequacy in the plan of teacher training and its practice. We have not attached great importance to and foretell the difficulties in teacher's work, so that we can not offer proper training of adaptation and transfer abilities for the futures teachers;2)inadequate assistance fron the teacher training plan of the school where one teacher is in office. Teacher's education (including both pre-service training and in-service training) must accomplish the following tasks:1)to establish a targer-training teachers to make them qualified; 2)to perfect two systems cultivating system and training system; 3)to brcakthrough three barriers-deteimining the standard, deciding the content and forming the model for teacher's education; 4)to build up four mechanisms-operation mechanism, guarantee mechanism, excitation mechanism and assessment mechanism.

关 键 词： 教师工作 教师教育 教师素质 中学 继续教育 教育模式 教师培训机构 高师 教育改革

领　　域： [文化科学]