为了促进高素质专业化教师队伍建设目标的达成，国家启动了系列的在职教师培训计划，县（县级区）域教师培训成为我国广大中小学教师实现专业发展最基础、最长期的路径，其培训质量高低直接关系到他们专业发展水平的高低。为探明区域教师培训现状及改进策略，研究以教师知识结构理论、教师能力理论、教师情感理论、成人学习理论为理论工具，以我国教师专业标准以及相关培训文件为依据，形成了调查问卷及访谈提纲，通过问卷发放、访谈、实物分析等方式收集样本区域教师培训数据，从培训内容、培训方式、培训管理等方面诊断其现状，找出其问题，分析其成因，提出改进策略。研究发现，样本区域教师培训在培训目标上表述模糊，可操作性和可测评性缺乏；在培训内容上课程内容前沿性和针对性不强，课程设置实用性不高，多样性、灵活性和新颖性不够；在培训方式上激励性不够、多样性不足、适切性不强、科学合理性欠缺；在培训管理上培训教师量少质弱、培训经费农村教师负担比例过重、培训考核方式单一、培训机构职能混乱等。针对存在问题，研究提出以下改进策略：在培训目标及内容方面：强化培训管理者的培训，提高其研制培训方案的能力；改变大而同的课程内容现状，设计分层次分类型分学科的培训内容，使培训内容紧密联系教师工作和学习中需要解决的问题；改变现有单一性课程结构，设立模块化的培训课程；尊重参训教师培训内容需求，提高课程内容的针对性与前沿性。在培训方式方面：提高对培训意义的认识，确立成本与成效并重意识；强化对培训方式的研究，让方式的价值性得以释放，实现教师培训方式由教师教育的行为模式向教师教育的学习范式转变；加强对培训内容的研究，克服方式选择的随意性；加强对培训方式需求调查，提高方式的科学合理性。在培训管理方面：建立培训团队专家库，加强本地专家培训；完善专项经费投入制度，减轻乡镇参训教师经济负担；加强对考核方式研究，形成形式多样的评价体系；坚持“人本”管理理念，改进培训组织管理；加强区域教师培训机构建设，加大设备设施投入力度。在各部分改进基础上提出“更新培训内容，提高培训的针对性；优化培训方式，提高培训的实效性；完善培训管理，提高培训的促进性”整体改进策略。

In order to facilitate the accomplishment of the objective to “make an effort to build high quality, professional teachers’ teams,” our country has launched a series of training programs for on-the-job teachers. As a result, the teacher training programs at the county level have become the most fundamental and long-term path through which teachers from elementary schools and middle schools have achieved their professional development. The level of the teacher training quality directly impacts on the level of the teachers’ professional development. To investigate the current status of regional teacher training and propose strategies for improvement, this study draws upon multiple research streams, including the theories of teacher knowledge structure, teacher capability, teacher emotion, and adult learning. Questionnaires and interview protocols are developed based on the professional standards of teachers in our country and relevant training documentations. Data for the study is collected from survey instruments and interviews, and from analyzing artifacts. This study reveals the current status of teacher training content, training mechanisms, and training management in the districts in our data sample. Based on the findings of the research investigation, the study reveals the problems inherent in the regional teacher training, identifies the underlying causes to the problems, and proposes solutions for improvement. The findings of the study fall under the four key areas: training objective, training content, training mechanism, and training management. With regard to training objective, regional teacher training in our sample districts provides ambiguous goals for training and lacks feasibility for operation and evaluation. The content of the training is not on the cutting-edge and not focused, and the curriculum of the courses is low in applicability and lacking flexibility and newness. In terms of training mechanisms, the regional teacher training is characterized by insufficient motivational mechanism, low level of variety and adaptability, and inadequacy in systematic, scientific design. As for the training management, the resources of teacher trainers are insufficient, as shown in the lack of training funding, financial overburden for teachers from the countryside, single evaluation method, and ambiguous functioning of the training organizations.With regard to the problems mentioned above, this study proposes the improvement strategies as follows:Training objective and content: to strengthen the training of the managers for teacher training and to improve their abilities in design and develop training proposals; to improve the current curriculum of training programs and to design training content tailored to different levels and subjects so that training content can be better aligned with the issues and problems that the teachers face in their work and learning process; to transform the single module structure of program and to establish modular training curriculum; to respect the needs of the teachers in training and to continue to enhance the applicability and innovativeness of the training content.Training mechanisms: to raise the awareness for training mechanisms and to balance the training cost and effectiveness; to strengthen the study of training mechanisms, realize the values of training mechanisms, the training style should be changed from teaching-oriented to learning-oriented, by encouraging teachers’ learning initiatives and guiding teachers to become scholars, learners, and practitioners on self-reflection. and to explore the transition from a teaching mode to learning mode; to strengthen the study of training content and overcome the randomness in the choices of mechanisms; to further investigation of training needs and to improve the scientific approach in training mechanism.Training management: To establish a database of the training experts and to strengthen the development of local experts; to improve the system of specialized fund investment so as to reduce the economic burdens on the trainees from countryside and towns; to highlight the study on evaluation methods in order to build a multi-facet evaluation system; to start from personalization management to improve the management of training organizations; to strengthen the construction of regional teacher training organizations and increase the investment in infrastructure and equipment.on the basis of the improvements, this study proposes overall improvement strategies, including “updating training content, enhancing training specificity; optimizing training mechanisms, increasing the effectiveness of training; improving training management, and enhancing the promotion for training.”