在教师专业化发展探索中,东营区一中遵循教师专业发展规律,创新教师专业发展模式,择取以“分段达标、分层培养、分类评价”为主要内容的“梯级培养”路径,有效关注教师专业发展的层次性与差异性,让不同教龄段、处于不同发展层次的教师,都能获得适合发展,以此调动教师自我发展、合作发展的积极性,从而促使教师队伍整体素质迅速、持续提升。一、教师“梯级培养”的理论基础与行动框架“梯级培养”教师专业发展模 In the exploration of professional development of teachers, one in Dongying District follows the law of teachers’ professional development and innovates the mode of professional development of teachers, and chooses “step training” whose main content is “sub-standardization, hierarchical training and classification evaluation” “And effective attention to the level and diversity of professional development of teachers so that teachers of different age groups at different levels of development can get suitable for development in order to arouse the enthusiasm of teachers for their own development and cooperation so as to promote the overall teaching team Quality rapid, continuous improvement. First, the teacher ”staged training “ theoretical basis and framework of action ”staged training " teacher professional development model