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一、“E-F-P”研修模式提出的背景1、基于我国《中学教师专业标准》的颁布为了促进中学教师专业发展,建设高素质的教师队伍,国家教育部基于中学教育教学的本质属性,借鉴国际经验,充分考虑我国的现实国情和教育发展的需要,于2011年12月发布了《中学教师专业标准》(以下简称《标准》)。《标准》的基本内容包含“维度”“、领域”和“基本要求”三个层次。“三个维度”是“专业理念与师德”“、专业知识”和“专业能力”;在各个维度下,确立了四至六个不等的领域,总计十四个领域;在每个领域之下,又提出了三至六项不等的基本要求,合计六十一项基本要求。教师专业标准主要有四个特点:一是突出师德要求,要求教师履行职业道德规范,增
First, the “EFP ” training mode proposed background 1, based on the promulgation of “Professional Standards for Secondary School Teachers” In order to promote the professional development of secondary school teachers, building high-quality teachers, the Ministry of Education based on the essential attributes of secondary education, learning International experience, taking full account of the actual conditions of our country and the needs of educational development, the “Professional Standards for Secondary School Teachers” (hereinafter referred to as the “Standards”) was released in December 2011. The basic content of “standard” contains three levels of “dimension”, “field” and “basic requirement”. “Three dimensions ” is “Professional ideas and professional ethics ”, “professional knowledge ” and “professional competence ”; in each dimension, established four to six different areas, a total of fourteen In each of these areas, three to six basic requirements have been put forward, for a total of 61 basic requirements. Teachers professional standards have four main characteristics: First, highlight the requirements of teachers, teachers require teachers to fulfill their professional ethics, increase