教育督导引领下的校本研修的发展 _ 以上海市H区中小学校本研修督导为例.pdfVIP

论 文 摘 要 教育是社会的产物，教育随着社会的发展而发展，社会的变化发展要求教育 不断进行自身调整，以更好地适应、促进社会的发展。而教育的方方面面都与教 师专业直接或间接相关，因此，教师的继续教育一直是社会转型的时代要求。于 是，从 2006 年起，校本研修逐渐成为广大中小学在实施课改背景下推行的教师 专业发展的基本途径。实践证明，校本研修是当前有力促进教师专业化发展，促 进教师专业成长的重要途径。 然而，随着时间的推移，校本研修的发展出现了一些问题，严重影响其有效 性。2008 年下半年，校本研修率先在上海市 H 区纳入了政府的“敏感视野”— —上海市H区率先在中小学、幼儿园开展了校（园）本研修中期教育督导，试图 破解束缚校本研修发展的瓶颈问题。 本论文试图从上海市H区开展中小学校本研修督导评估案例入手，以督导评 估案例的历史数据、档案材料、访谈、观察、问卷等方法收集数据，并运用一定 的技术分析对这一事件进行研究，探讨教育督导如何以自身的“权威性、科学性、 系统性、指导性、专业性”，把校本研修的发展引入一条“教育行政部门管理、 教育督导室督导、教师进修学院支持、基层学校实践、一线教师受益”的可持续 发展之路。 关键词：教育督导 校本研修 案例 ABSTRACT Education is the product of society and develops following the social development. Thus, it requires an ongoing self-adjustment for education to adapt and promote the development of society well. And all aspects of education are directly or indirectly related to the professional quality of teachers. Therefore, the continuing education for teachers has been a requirement of the time in such a social transformation period. In this case, school-based research and training has been a basic method of professional development for teachers in many primary and secondary schools with implementation of curriculum revision since 2006. Practice has proved that nowadays school-based research and training is an important way to promote professional development and growth for teachers efficiently. However, with time goes by, a few problems have appeared in the course of development for school-based research and training and has affected its effectiveness seriously. In the second half year of 2