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

1、 原 創(chuàng) 性 聲 明 本人鄭重聲明： 本人所呈交的學(xué)位論文， 是在導(dǎo)師的指導(dǎo)下獨立進(jìn)行研究所取得的成果。學(xué)位論文中凡引用他人已經(jīng)發(fā)表或未發(fā)表的成果、數(shù)據(jù)、觀點等，均已明確注明出處。 除文中已經(jīng)注明引用的內(nèi)容外， 不包含任何其他個人或集體已經(jīng)發(fā)表或撰寫過的科研成果。對本文的研究成果做出重要貢獻(xiàn)的個人和集體，均已在文中以明確方式標(biāo)明。 本聲明的法律責(zé)任由本人承擔(dān)。 論文作者簽名：

2、 日 期： 關(guān)于學(xué)位論文使用授權(quán)的聲明 關(guān)于學(xué)位論文使用授權(quán)的聲明 本人在導(dǎo)師指導(dǎo)下所完成的論文及相關(guān)的職務(wù)作品， 知識產(chǎn)權(quán)歸屬蘭州大學(xué)。本人完全了解蘭州大學(xué)有關(guān)保存、 使用學(xué)位論文的規(guī)定， 同意學(xué)校保存或向國家有關(guān)部門或機構(gòu)送交論文的紙質(zhì)版和電子版， 允許論文被查閱和借閱； 本人授權(quán)蘭州大學(xué)可以將本學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索， 可以采用任何復(fù)制手段保存和匯編本學(xué)位論文。 本人離校后發(fā)表

3、、 使用學(xué)位論文或與該論文直接相關(guān)的學(xué)術(shù)論文或成果時，第一署名單位仍然為蘭州大學(xué)。 本學(xué)位論文研究內(nèi)容： □可以公開 □不宜公開，已在學(xué)位辦公室辦理保密申請，解密后適用本授權(quán)書。 （請在以上選項內(nèi)選擇其中一項打“√” ） 論文作者簽名： 導(dǎo)師簽名： 日 期： 日 期：

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