教师的专业发展既是教育事业发展的需要，更是教师自身发展的需要。目前，多数学校已经意识到促进教师专业发展对于学校教育质量提高和教师终身发展的重要作用，也采取了相应的措施来促进青年教师的专业发展。以北京市工艺美术高级技工学校为例，学校虽采取了一定的措施，促进青年教师的专业发展，但是作用效果并不理想。因而，本研究将对青年教师专业发展的相关促进工作进行研究，分析学校现有教师专业促进工作的现状与存在的问题，在职业生涯管理、机制设计有关理论的指导下，结合青年教师专业发展的需求，构建一套促进青年教师专业发展促进机制。 本研究以北京市工艺美术高级技工学校40岁及以下的42位青年教师为主要研究对象，通过对学校部分管理人员、青年教师、中年教师（40岁以上）以及部分学生群体的问卷调查和访谈，发现学校促进青年教师专业发展开展的相关工作较多，从引导、培养和激励三方面的工作来说，在取得成果的同时，也存在一些问题。一是学校对于青年教师的引导不足，覆盖面窄；二是促进青年教师专业发展的培养工作缺乏规划性、系统性；三是保障激励方面，存在着标准界定不清、对于教师参加专业发展活动的过程激励较少，“自我实现”的需要激发、激励不足等问题。整体来看，各部分工作本身的系统性和规范性不足，另一方面，各方面之间的联系和配合不强，尚没有形成完整的机制体系。 学校青年教师专业发展促进机制的构建，需要对学校青年教师专业发展的需求进行调研，为机制的构建提供依据。调查发现学校青年教师对专业教学能力、专业实践能力和教育科研能力等方面的发展，积极性和认同度较高，而且不同发展阶段发展的内容需求不同；发展方式方面，教师普遍认为专门的培训活动是比较通用的方法，不同专业能力的发展也需要有针对性的方式；保障激励方面，青年教师希望尽可能减少事务性工作对教师的消耗，并且能够为教师提供更多的发展机会。 因而，本研究建议学校从以下方面构建青年教师专业发展促进机制：一是根据青年教师专业发展的内在要求和技工院校师资队伍建设的客观要求，建立清晰的教师职业生涯“五梯级”发展路径，为青年教师专业发展设置成长目标和技术通道，构建导向机制，提高引导的针对性和有效性；二是根据青年教师专业发展的需求特点，对教师进行分析定位，制定青年教师专业发展培养规划、计划和方案，依据方案组织相应的培养活动，改进培养机制，提高培养工作的规划性和系统性；三是对教师专业成长梯级进行认定与聘任，并按照所聘岗位、级别、业绩给予津贴，既要合理分配教师工作，也要引导青年教师正确认识专业发展路径，从评价和奖励两个方面，优化保障激励机制。教师专业发展促进机制具有综合性和复杂性，需要根据教师发展的需求和学校发展的现状进行及时的动态调整。希望通过本次调查和研究，构建的机制能够有效推进北京市工艺美术高级技工学校青年教师的专业发展，能够对北京技工院校师资队伍建设工作提供帮助和参考，推动青年师资队伍的系统化、规范化培养，进而为提高技能人才的培养质量做出努力和贡献。

Teachers’ professional development is not only the requirement of the educational career development, but also that of the teachers’ self-development. Currently, most of the schools have already realized the importance of improving teacher professional development for promoting education quality and teachers’ life-long development plan. Beijing Senior Technical School of Arts and Crafts (refer as “the School” below), for example, has taken some measures to improve young teachers’ professional development; however, the result is not satisfactory. Therefore, this thesis will study the real requirement of young teachers’ professional development and give some suggestions on the promotion mechanism of young teachers. Based on the questionnaire survey and interview, this thesis selects 42 young teachers (under 40 years old) as respondents to collect their knowledge and needs of young teachers’ professional development as well as their evaluation and suggestions on this regard. Besides, the author interviewed middle-age teachers (above 40 years old), administrators and some students in order to learn different respondents’ knowledge of school young teachers’ professional development. According to the research, though the School has done a lot of work in promoting young teachers’ development by guiding, training and impelling and has got some achievements, there are still some problems result from some systematical weaknesses of the guiding and training program, improper impelling format and the lack of strong linkage within the three aspects of the work. The author finds that there are no enough instructions for young teachers and some organization activities of improving young teachers’ professional development are not logical and pertinent. At the aspect of motivate mechanism, there are some phenomenon of fuzzy criteria and motivation without strong support. School young teachers show high enthusiasm in upgrading teaching ability, practice ability and educational science and research ability. There are some difference requirements in difference stages. Young teachers hope that non-educational tasks of school could be less than before and they could have more development opportunities. Some opinions show that young teachers do not have enough enthusiasm for their job. After investigation in the school mechanism, This thesis presents three pieces of suggestions in establishing a strong promotion mechanism for young teachers. : 1. According to the contents and requirements of different stages, schools should establish a dual-channel for young teachers’ development and clear a “five-stage” grow-up path leading to the senior professional level. 2. Training activities should be tailed for the teachers according to their conditions and characteristics 3. In order to promote the enthusiasm of young teacher professional development, schools are supposed to adjust motivate mechanism with evaluation and reward mechanism. Teacher professional development mechanism should be flexible and subjected to the needs of teachers’ development and the status quo of the school’s development. Hopefully, this study could provide some suggestions for the School to help the young teachers in a systematical and normative way so as to promote the high quality education of technical talents.