If they arrange no training , the overall quality of the employees will not be raised and this will adversely affect the company ’ s performance . on the contrary , if they engage in training , some trained employs will hop to other companies , even the competing companies , which is the most undesired result 本文以人力资源管理理论为基础,从培训的组织结构设计、培训体系的建立、网上培训操作流程的控制、建立培训管理制度、建立一支专家型的兼职教师队伍等几个方面提出了南航吉林分公司人力资源培训管理的改进方案。
Exactly speaking , its aim is to realize the development of teacher professionalism and train expect teachers ; its content is to put the educational knowledge into practice . besides , it also contains the model of initiative study , teaching practice , examples present , school - and - school cooperation , monographic training and problem study ; the all - side and scientific evaluation are included , which are in order to promote the development of teachers 中小学教师校本培训以实现教师的专业化发展、培养专家型教师为目标；以教育实践性知识为主要内容；以自主学习、教学实践、骨干示范、校际合作、专题培训、课题研究为主要摸式；以促进教师发展为目的进行科学的全方位的评价。
Then it investigates the vocational commitment and burnout of and expert teacher by using the scaling method and the talking method . the results indicate that , in all , there are remarkable difference in vocational commitment and burnout among novice , proficient and expert teacher . the affective , normative and total commitment of the expert teacher are remarkably higher than that of the novice and proficient teacher 其次，采用量表法和访谈法考察了新手型、熟手型及专家型教师职业承诺与职业倦怠的特点。结果表明，从总的来看，新手?熟手?专家型教师在职业承诺和职业倦怠上存在着显著的差异。
Gradua11y advancing or vibrating pkase , plateau and quicidy sporting phase . during this learning process , the out8tanding teacher oniy plays the roies of transforndng culture and science into subjects or curricula then transforming subjects or curricula into the learning activities of students . choosing the superfine teachers of our country as the prototype of c1inica1 and spccialiscd teacher , this dissertation points out the diathesis structure 为了实现培养“临床专家型”教师的目的，本文以“特级教师”为“临床专家型”教师的原型，根据现实基础教育对教师的要求以及基础教育改革的趋势，归纳出具有中心趋势的“临床专家型”教师的素质结构- - “临床专家型”教师的培养目标。
This thesis focuses on the training objective and curriculum of the master ' s degree of educational management , and proposes that the training objective should be the specialized educational administrators . this objective has the following implications : firstly , this program should produce different kinds of educational administrators ; secondly , the administrators that this program turns out should be specialized ; thirdly , , the specialized educational administrators should be a reflective one 第一部分提出应当把教育管理方向教育硕士专业学位的培养目标定位于专家型教育管理者，并从如下三个方面具体界定了其内涵：一是教育管理方向教育硕士专业学位应当培养不同类型的教育管理者；二是教育管理方向教育硕士专业学位培养的教育管理者应当是“专家型”的管理者；三是专家型的教育管理者是“反思型”的实践者。
However , the depersonalization , reduced personal accomplishment and total burnout of expert teacher are remarkably lower than that of the novice and proficient teacher . the vocational commitment of novice teacher is in the indesicive and unstable stage . if they meet with some difficulty in te aching , they are easy to be indifferent to all . also , they experienced more emotion of failure 专家型教师在情感承诺、规范承诺和总承诺水平上都要比新手型与熟手型两类教师来得高，而他们在人格解体、缺乏成就感和总倦怠水平上却要比新手型与熟手型两类教师都来得低。
