百年大计，教育为本；教育大计，教师为本。初任教师作为支撑高校正常运行与推动高等学校发展的后发力量，直接影响着教学质量的和高等人才的培养与发展。近年来，高校越来越重视教师的培养，纷纷建立了教师发展中心，通过开展相应培训项目，促进高校教师发展。开展培训作为教师发展中心工作的重中之中，参训的初任教师的满意程度怎样？哪些因素影响了满意程度？又应如何有效提升？

首先，通过文献法宏观地梳理了高校教师培训的历史与教师发展中心的发展，并对西安市3所高校教师发展中心及培训现状进行了实地调研和访谈；其次，通过对陕西省15所高校357名初任教师发放自编问卷，并运用SPSS等统计软件对有效数据进行统计整理，以非结构化访谈的形式对3名教师发展中心负责人和7名初任教师进行访谈；最后，基于调研数据的统计与分析，重点探讨当前培训项目满意度的现状及影响因素等内容，提出相关改善策略。

本文基于期望理论，通过对初任教师预期期望和实际现状进行满意度分析，得出以下结论：培训项目满意度划分为培训目标、培训内容、培训形式、培训评价四个维度，当前初任教师对培训项目整体的满意度处于“比较满意”的水平，但各个维度之间的满意度发展水平并不均衡，并且与初任教师期望值的吻合度存在一定的差距，均低于期望值，满意度仍有提升空间；培训项目满意度与初任教师的期望值吻合度越高，其满意度越高；高校初任教师培训项目满意度与教师的学历、专业类型、教龄、学科、职称存在显著差异；培训项目的设计包括培训目标、培训内容、培训形式、培训评价以及教师发展中心的外部保障包括环境保障、人员保障、政策保障均影响了培训项目满意度，且呈现显著正相关关系。基于上述研究，当前影响培训项目满意度的主要问题为：部分培训内容与初任教师的需求吻合度不高，培训形式较为单一、缺失互动性，培训评价反馈机制有待健全、教师发展中心内部建设缺乏系统规划。为进一步优化高校初任教师培训项目，分别从组织层面、操作层面对提高培训项目提供了改进策略。以期为教师发展中心培训项目的完善提供参考与借鉴意义。

Centennial plan, education-oriented; education plan, teacher-oriented. As a beginning teacher support and uptime send forces to promote the development of colleges and universities, a direct impact on the quality of training and development and higher education personnel. In recent years, as China's colleges and universities more and more attention to the cultivation of university teachers, teachers have set up development centers, by conducting appropriate training programs, and promote the development of university teachers. Among the top priorities for training as a teacher development center, how satisfied are the new teachers with their satisfaction? What factors influence its satisfaction? How should it be effectively improved?

First, through the literature method, the reform of university teacher training and the development process of the teacher development center were sorted out, and field research and interviews were conducted on the three university teacher development centers and training status in Xi'an. Secondly, by issuing self-edited questionnaires to 357 teachers in 15 colleges and universities, and using statistical software such as SPSS to statistically sort out the effective data, the three teachers ’development leaders and 7 new teachers were interviewed in the form of unstructured interview. Finally, based on the statistics and analysis of the survey data, it focuses on the content of the current training program satisfaction status and influencing factors, and proposes relevant improvement strategies.

Based on the expectation theory, this paper draws the following conclusions through a satisfaction analysis of the expected expectations and actual status of the new teachers: This article divides training project satisfaction into four dimensions: training objective, training content, training form, and training evaluation. At present, the overall satisfaction of the initial teachers with the training program is at a "relatively satisfactory" level, but the development level of satisfaction among various dimensions is not balanced, and there is a certain gap between the degree of agreement with the expectations of the initial teachers, which are all lower than the expected value. There is still room for improvement in satisfaction; The higher the degree of agreement between the training project satisfaction and the expectations of the new teacher, the higher the satisfaction; There is a significant difference between the satisfaction of the initial teacher training program in colleges and universities with the academic qualifications, professional types, teaching age, subjects, and professional titles of teachers; The design of the training program includes the training objectives, training content, training form, training evaluation, and the external guarantee of the teacher development center, including environmental protection, personnel protection, and policy protection, which all affect the satisfaction of the training program and show a significant positive correlation. Based on the above research, the main problems that currently affect the satisfaction of training programs are: some training content does not match the needs of first-time teachers, the training form is relatively simple, lack of interactivity, the training evaluation feedback mechanism needs to be improved, and the internal construction of the teacher development center is lacking. In order to further optimize the training program for new teachers in colleges and universities, we provide strategies for improving training programs from the organizational level and the operational level. With a view to providing reference and reference significance for the improvement of the training program of the Teacher Development Center.