中职教师后培训时期管理机制创建——基于学习型组织理论.pdf

中职教师培训后时期管理机制的创建 ——基于学习型组织理论的视角 黄碧珠① （天津大学教育学院，天津 300072 ） [摘要] 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三个 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五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。 [关键词] 中职教师；培训后时期；管理机制；学习型组织； 教育教学实践 The Creation of Management Mechanism after Training Period for the Secondary Vocational Teachers Based on the Perspective of Learning Organization Theory Huang Bizhu (College of Education , Tianjin University,Tianjin,300072) Abstract ： Secondary vocational teachers participation in training process can be divided into three periods: before the training period, implementation period and after the training period. After the training period is the key time not only to realize the training aim but also to improve the quality of teachers. Create the after training period-management mechanism based on the perspective of learning organization theory. Use the following five ways to create secondary vocational teachers’ after training period-management mechanism to ensure the training purpose: organizing the campus talk, creating learning-oriented team, planning a shared vision, establishing diversified learning circles and strengthening the incentive and practice mechanisms. Ultimately the secondary vocational teachers quality will be promoted and the purpose of professional development of secondary vocational teachers will achieve. Key words: secondary vocational teachers, the after training period, management mechanism, learning organization theory, teaching practice 一、中职教师参加培训数量的增加，并不意味着中职教师素质的提升。 2006 年，教育部颁布《中等职业学校教师素质提高计划》，意味着国家层面 中职教师培训项目的正式开始，也是中职教师培训规模扩增的起点。教育部、财 政部先后于2