论文部分内容阅读
中职教师参加培训过程分为培训前时期,培训时期及培训后时期3个阶段。培训后时期是体现培训成果,实现教师素质提升的关键时期。基于学习型组织理论的视角,从分析障碍入手,通过组织回校宣讲会、创建学习型小组、规划共同愿景、建立多样化学习圈、加强演练及激励机制等5个环节来创建培训后时期管理机制,以确保培训目的实现,并最终达到促进中职教师素质提升,获得专业发展的目的。
Secondary vocational teachers to participate in the training process is divided into pre-training period, training period and post-training period of three stages. The post-training period is a crucial period that reflects the training outcomes and achieves the improvement of the quality of teachers. Based on the perspective of learning organization theory, we start with the analysis of obstacles, establish the learning group, plan the common vision, establish a diversified learning circle, and strengthen the exercises and incentives so as to create post-training management Mechanism to ensure that the training aims to achieve and eventually achieve the purpose of promoting the quality of secondary vocational teachers to obtain professional development.