CAJ | 학술논문

进入新世纪，中国西部民族地区中小学教师培训受到了国内外的重视，培训途径拓宽，培训人数逐年增加，培训资金来源增多，教师素质不断提高，教师的学历也不断得到提升。但是，西部民族地区中小学数学教师培训存在培训资源享用不均衡，培训内容与模式缺乏针对性与创新性，培训的评价机制不健全等问题。改进西部民族地区中小学数学教师培训应采取的对策是：增加投入，平衡资源配置；系统规划培训项目；加强培训机构能力建设；以需为本设计培训课程；形成立体化多元化教师培训结构。
진입신세기，중국서부민족지구중소학교사배훈수도료국내외적중시，배훈도경탁관，배훈인수축년증가，배훈자금래원증다，교사소질불단제고，교사적학력야불단득도제승。단시，서부민족지구중소학수학교사배훈존재배훈자원향용불균형，배훈내용여모식결핍침대성여창신성，배훈적평개궤제불건전등문제。개진서부민족지구중소학수학교사배훈응채취적대책시：증가투입，평형자원배치；계통규화배훈항목；가강배훈궤구능력건설；이수위본설계배훈과정；형성입체화다원화교사배훈결구。
In the new century, China’s western minority areas basic education teacher training base by the attention of both at home and abroad, and training ways to broaden, training number increases year by year, training funds increased, constantly improve the quality of teachers, teachers’ qualifications and improve. However, the survey found that training project had trained teachers of mathematics the most with 5 to 10 years of school age, professional title at intermediate or above;the teacher training opportunity of new or senior professional title teachers were little; mathematics teacher training mainly to lecture method for training;the training content of mathematics teaching aim is not strong in western minority areas;most of the training only pay attention to training activities, lack of effective tracking system, the follow-up tracking form now; training plan and design perspective, lack of training system planning and continuity, training professional design was not strong. There were three problems in training resources, training content and mode, training evaluation mechanism, which about the western minority areas primary and secondary school mathematics teacher training. In western minority areas for primary and secondary school mathematics teachers’ training the present situation and the question, puts forward five countermeasures.