校本研修是当前教师继续教育的深化，是学校提升教师素养的重要途径，也是学校管理高效和创新的基础。然而，通过笔者在小学管理实践中发现J小学校本研修中存在低效的现象，增加了教师的负担，制约了学生综合素养地提升。面对这一状况，笔者通过查阅文献和行动研究的方式，利用调查问卷、访谈等方法对J小学校本研修中存在的问题进行诊断，分析原因并采取改进措施。通过研究，发现校本研修中存在管理不到位、内容缺乏课程设计和实施方式不丰富等主要问题，特别是对校本研修的内容没有进行系统课程设计是很多学校存在的普遍问题。针对以上问题学校采取了“成立核心领导团队，完善专项制度”、“加强必须课和选修课的设计”、“加强内部网课学习和小课题研究”等干预措施，取得了很好的实施效果，教师的满意度大大提高。本次研究带给学校管理者两点重要收获：一是J小学将把对校本研修的行动研究坚持下去，让调研、诊断、改进和反思成为工作常态；二是在研究过程中，只有始终关注教师的需求和发展，对预设的校本研修内容、方式等因素细致地考量，才能保证研究有一个正确的方向。J小学校本研修所存在的问题在一定程度上反映了小学阶段校本研修中存在的管理问题，因此，本研究针对J小学提出的应对性建议，相信对于其他小学也有借鉴意义。

School-based training is the deepening of continuous teachers’ education, the important avenue of improving teachers’ quality, and the foundation of efficient school management and innovation. However, low efficiency has been recognized as a problem in J Elementary School’s school-based training, which burdens teachers and restricts the improvement of students. This research takes action research and literature review as its main approaches, and adopts surveys and interviews as its research methods to address this issue as well as provide with ways of improvement. The research has identified that J Elementary School’s school-based training lacks competent management, content of curriculum design, and diverse implementation methods, among which lacking the content of comprehensive curriculum design is a prevalent problem of school-based training in general. The school, in an effort to solve the above problems, forms a core leadership group to improve certain policies, enriches the design of core and elective courses, and encourages online courses and workshops, which contribute to better school-based training implementation and satisfactory feedback among teachers. The research has two implications for school management. First, J Elementary School will continue action research on school-based training, and regularize the work of research, diagnosis, improvement, and reflection. Second, a research will have a correct direction, only if teachers’ needs and development, and the content and methods of school-based training are taken into serious consideration. J Elementary School’s school-based training problems, to some extent, reflect school management issues at the elementary level, therefore, the implications of this research are also applicable to other elementary schools.