改革开放以来,我国陆续出台了诸多政策以规范和提升教师队伍的专业素养,但由于不同历史时期教师队伍状态的差异及政治、经济和社会背景对教育变革要求的不同,我国教师培训政策在目的、理据、重心和措施等方面均存在阶段性差异:在培训目标方面,从注重补偿性到关注发展性;在培训内容方面,从注重基础知识到强调专业发展;在培训主体上,从单一到多元;在培训过程方面,从“任务关注”到“需求关注”。不同时期高中教师培训的目标、内容、机构、形式等政策问题,其背后涉及高中教育的专业性、高中教师培训的专业性、高中教师培训的人本化等诸多理论问题。 Since the reform and opening up, many policies have been promulgated in our country to standardize and enhance the professional qualifications of teachers. However, due to the differences in the status of teachers in different historical periods and the different requirements for educational reform in political, economic and social contexts, our country’s teacher training policy is aimed at , Motivation, center of gravity and measures, etc. There are different stages in terms of training objectives: from focusing on compensation to focusing on development; from training to focusing on basic knowledge to professional development; Multiple; in the training process, from “mission concerns ” to “demand concerns ”. The objectives, contents, institutions and forms of senior middle school teachers’ training in different periods have many policy issues, such as the specialty of high school education, the professionalism of high school teacher training and the human-oriented training of high school teachers.