“十一五”期间,针对新课程对于教师专业化发展提出新的更高的要求,为更有效地实施教师继续教育,我们针对“主体研修培训模式”问题进行了深入研究和实践,初步构建了主体研修培训模式,即在教师培训中以教师为主体,充分发挥教师主观能动性,从而实现教师专业化发展最大效益的培训模式。本模式包括宏观培训模式、中观培训模式和微观培训模式三个层面。一、宏观培训模式:自主学习—主体研修—实践反思宏观培训模式是指对教师专业发展各阶段的教师培训中所采用的方式与方法、手段与策略的整体设计,是在以教师为本的理念下,以教师为培训主体的具体操作范式,主要包括三大部分:自主学习—主体研修—实践反思,也就是参培教师在一个培训周期要 During the Eleventh Five-year Plan, new requirements for new curriculum for teachers’ professional development were put forward. In order to carry out teacher’s continuing education more effectively, we conducted in-depth research on the issue of “main training and training mode” In practice, the main mode of training and training has been preliminarily constructed, that is, a teacher training mode which mainly takes teachers as its main body and gives full play to teachers ’subjective initiative so as to realize the maximum benefit of teachers’ professional development. This model includes three levels: macro training mode, mid-training mode and micro-training mode. First, the macro-training model: Autonomous Learning - the main training - practical reflection Macro-training mode refers to the teachers in all stages of professional development teacher training methods and means used, means and strategies of the overall design is based on the teacher Under the concept of teachers as the main training of the specific operating paradigm, including three major parts: self-learning - the main training - practical reflection, that is, training teachers in a training cycle to