关于中小学教师职后培训研究的回顾和述评
A Review and Commentary on Research Regarding In-Service Training for Primary and Secondary School Teachers

中小学教师培训研究涉及教师培训政策、模式、需求、目标及问题等多个方面。学者们对教师培训政策进行了多角度阐述，梳理了政策的发展历程，但指出研究缺乏跨学科视角的整合及实施效果探讨。在培训模式上，随着终身教育理念的推动，正经历从单一向多元化的变革，但仍存在理论与实践脱节等问题，需进一步优化。教师培训需求研究全面覆盖内容、方式及对象，强调个性化、差异化及时代性，但实际操作中应用不广，理论与实践结合不足。关于培训目标的研究关注其确立依据、内容及优化策略，但实施过程中存在类型单一、层次不明等问题。此外，中小学教师培训还面临组织形式化、内容单一、缺乏实效性和针对性等多重挑战。未来，中小学教师培训研究需继续保持广泛性和深入性，以培养更多高素质、专业化的教师。
Research on primary and secondary school teacher training encompasses various aspects, including training policies, models, needs, objectives, and challenges. Scholars have provided multi-faceted interpretations of teacher training policies, outlining their developmental trajectory, yet they note a lack of interdisciplinary integration and insufficient exploration of implementation effectiveness. Driven by the concept of lifelong education, training models are transitioning from singular to diversified approaches, though issues such as the disconnection between theory and practice persist, necessitating further optimization. Studies on teacher training need to comprehensively address content, methods, and target groups, emphasizing personalization, differentiation, and contemporary relevance, yet their practical application remains limited, and the integration of theory and practice is inadequate. Research on training objectives focuses on their formulation basis, content, and optimization strategies, but challenges such as uniformity in types and unclear hierarchies are evident in implementation. Additionally, primary and secondary school teacher training faces multiple challenges, including formalistic organization, monotonous content, and a lack of effectiveness and specificity. Moving forward, research in this field must maintain its breadth and depth to cultivate a greater number of highly qualified and professional teachers.