自2016年9月，北京市教育科学规划“十三五”优先关注课题《深化教育综合改革背景下教师专业素养提升策略研究》的开题论证以来，按照研究计划有序开展课题工作。三年多来，经过课题组成员的协同奋斗、诸多专家与一线教师的支持合作，课题研究取得了一定的成效。
2020年6月13日上午9:00，课题的结题论证会议于ZOOM会议室线上召开。参加结题会议的评审专家有北京师范大学教育学部朱旭东教授（主席）、教育部政策法规司王家勤司长、北京教育科学研究院耿申研究员、澳门大学教育学院王闯教授、首都师范大学教师教育学院田国秀教授、北京师范大学中国基础教育质量监测协同创新中心罗良教授与梁威教授。
会议由结题答辩委员会主席朱旭东教授主持。在朱旭东教授简要介绍与会专家后，课题负责人、北京师范大学中国基础教育质量监测协同创新中心科学提升部主任林静向各位专家汇报课题研究进展与成果。课题从深化教育综合改革的迫切需求与教师专业素养提升的时代需求出发，基于优秀特级教师的个案研究，概括教师专业素养结构与评价指标，运用Rasch模型研制教师专业素养测评工具并开展调查，最终基于校本实证提炼教师专业素养提升策略。
在朱旭东教授的组织下，评审专家依次点评、给出建议，课题组进行回应答辩。课题负责人与团队人员离开会议室后，评审专家进行内部评审讨论，对课题进行综合等级评价并给出结题意见。专家们一致认为该研究选题很有针对性和现实意义，体现了本土化特征，在研究中提炼出了具有中国特色和一定原创性的指标与维度；该研究设计较严谨，体现了较好的科学化特征，反映了课题研究的逻辑性和严密性。同时，该研究在研究方法上，在较扎实的文献基础上开展了实证研究，与要解决问题在逻辑上较为一致，研究过程中论证分析比较深入，研究结论与假设比较吻合。同时，专家们还对后续研究与结题报告的修改提出了宝贵建议。
本次结题专家论证在各方的努力下以线上的形式成功召开，感谢各位评审专家的宝贵建议与课题组成员的支持。课题的结题不代表研究的结束，课题组将以此为新的起点，继续推进深化教育综合改革背景下的教师专业素养提升相关研究。
Since September 2016, the opening of Improving Strategies of Teachers’ Key Competencies in the Context of Deepening the Comprehensive Reform of Education, a priority project of the Thirteenth Five-Year Plan of Beijing Education Sciences Planning, it has been carried out in an orderly manner in accordance with the research plan. Over the past three years, through the collaborative efforts of the research group members and the support and cooperation of many experts and front-line teachers, there has been some results achieved in this project.
The conclusion report meeting was held online via Zoom at 9 am. on June 13, 2020, with review experts including Professor Zhu Xudong (Chairman) from the Department of Education Science of Beijing Normal University, Mr. Wang Jiaqin, Director of the Department of Policies and Regulations of the Ministry of Education, Mr. Geng Shen, Researcher of Beijing Academy of Educational Sciences, Prof. Wang Chuang from the Faculty of Education of the University of Macau, Prof. Tian Guoxiu from the College of Teacher Education of the Capital Normal University, and Prof. Luo Liang and Prof. Liang Wei from China Collaborative Innovation Center of Assessment for Basic Education Quality of Beijing Normal University.
The meeting was presided over by Prof. Zhu Xudong, Chairman of the Conclusion Report Committee. After a brief introduction of the participants by Prof. Zhu, Lin Jing, the project leader and Director of the Science Improvement Department of Collaborative Innovation Center of Assessment for Basic Education Quality of Beijing Normal University, reported the research progress and results to the experts. Starting from the urgent need to deepen the comprehensive reform of education and the contemporary need to improve teachers’ key competencies, and using case study of the outstanding special-ranked teachers, the project outlined the construct and indicators of teachers’ key competencies, developed an assessment tool for teachers’ key competencies through Rasch modeling and conducted the research, and finally refined strategies for improving teachers’ key competencies through school-based field experiments.
Organized by Professor Zhu Xudong, the experts made comments and gave suggestions one by one, and the research team responded and defended in turn. After the project leader and the team left the meeting room, the experts conducted an internal review and discussion, gave a comprehensive evaluation of the project and provided a final conclusion. The experts unanimously agreed that the research topic was pertinent and relevant, reflecting localization characteristics, and that the research had extracted indicators and dimensions with Chinese characteristics and certain originality. The research was also designed in a rigorous way, which made it both scientific and logical. Besides, the research method focused on empirical studies on the basis of solid literature review, which was logically in relation to the problems needed to be solved. The researcher carried out an in-depth argumentation analysis, and the findings were consistent with the hypothesis. Furthermore, the experts also put forward valuable suggestions for the follow-up study and the revision of final report.
Thanks to the efforts of all parties, the conclusion report meeting was successfully held online, with all the valuable suggestions of the experts and the support of the research team members appreciated. The conclusion of the project does not mean the end of the research. The research team will take it as a new starting point and continue to promote the research on the improvement of teachers’ key competencies in the context of deepening the comprehensive reform of education.