【作 者】：
闫寒冰， 单俊豪
【关 键 词 】：
后疫情时期； 教师专业发展； 教师培训； 教师赋能； 培训成效
【栏 目】：
理论探讨
【中文摘要】：
此次疫情期间的“停课不停学”给广大教师带来了巨大挑战，如何在短时间内提升教师的在线教学能力？这成为整个教育系统都在思考的问题。由于任务紧迫、挑战真实，疫情期间的教师培训呈现出诸多不同于常规培训的特征，对其进行梳理反思，有助于我们描绘后疫情时期的教师专业发展蓝图。研究先是梳理总结了疫情期间教育部及各省、市的教师培训实施特色，认为此期间的教师培训打破了目标、方式、地点、资源、评估等多方面的思维定式，从而赋能教师，使他们在自己的工作岗位上更好地保障学生学业；接下来，分析了在后疫情时期持续赋能面临的两个关键问题：需求专业诊断与持续学习动机，并从信息技术与评估方式视角提出可行的解决路径；最后，以解决路径为关键杠杆，以赋能为理念基础，从数据驱动的全视角教师档案与应用驱动的创新培训模式互动融合两个方面构建了后疫情时期的教师专业发展模型。
【英文摘要】：
During the epidemic, the "suspending classes without stopping learning" has brought great challenges to the majority of teachers in China, and how to improve teachers' online teaching ability in a short time has become an important issue for the entire education system. Due to the urgency of the task and the real challenges, the teacher training during the epidemic has presented many characteristics different from regular training, and it is helpful to reflect on them to draw a blueprint for teacher professional development in post-epidemic period. This study first summarizes the characteristics of teacher training implemented by the Ministry of Education and the provinces and municipalities during the epidemic. And it is believed that the teacher training during this period has broken down the stereotypes in terms of objectives, approaches, locations, resources, evaluation, etc., so teachers are empowered to better improve students' academic performance. Then, two key issues for sustained empowerment in the post-epidemic period are analyzed: professional diagnosis of demands and motivation for continuous learning, and the possible solutions are proposed from IT and assessment approach perspectives. Finally, with the solutions as the key lever and empowerment as the conceptual basis, a teacher professional development model for the post-epidemic period is constructed from two aspects of the interactive integration of data-driven holistic view teacher profiles and application-driven innovative training models.
【下 载】：
从培训到赋能： 后疫情时期教师专业发展的蓝图构建