小学全科教师的培养是促进我国教师队伍优化的重要举措,是提高基础教育质量的有效保障,是统筹城乡教育一体化的内在要求,是近几年我国基础教育改革和教师教育发展的"新常态".经过长期的探究和试点,小学全科教师的培养工作取得了显著成效,主要包括小学全科教师基本内涵的合理界定、小学全科教师培养机制的主体构建、小学全科教师培养思路的顶层设计、小学全科教师主体地位的日益凸显等.但与此同时,我们必须正视小学全科教师培养过程中还存在一些问题,如小学全科教师的内涵意蕴尚未达成共识、小学全科教师培养的机制平台缺少统整、小学全科教师培养的方案尚未形成系统、小学全科教师培养的基本制度设计缺位等.为此,需要在今后的工作中完善小学全科教师培养的理念内涵、创新小学全科教师培养的协同机制、统整小学全科教师培养的整体方案、健全小学全科教师培养的相关制度,进一步推动小学全科教师的培养工作.%Cultivating all-round primary school teachers optimizes the building of teachers in China , guarantees the improvement of basic education and conforms to the internal requirement of integrating urban and rural education , which is the "new normal" of China's basic education reform and teachers' development in recent years . Through exploration and pilot-setting for years , great achievements have been attained in cultivating all-round primary school teachers , which include its clear definition , subject construction , top-level design and its increasing status . While at the same time , there have several problems that need to be tackled . For example , lacking consensus in the connotation of all-round primary school teachers and standards in cultivation mechanism , existing fragmented points in cultivation plan and blank area in top-level design . Therefore , it's imperative to complete the connotation of all-round primary school teachers' cultivation , innovate its synergy mechanism , unify its implementation plan and improve related systems so as to further push forward the cultivation of all-round primary school teachers .
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