中小学教师是我国教师队伍中的重要组成部分，中小学教师培训政策是我国教师教育政策体系中不可或缺的一部分。研究中小学教师培训政策，有利于政策制定者从中吸取经验，对现有政策做出改进。本研究通过对国家2010-2022年间与中小学教师培训政策相关的11份政策文本进行质性分析，结合政策文本内容要素梳理中小学教师培训政策中政策工具使用的情况与特征，为政策未来的发展提出意见与建议。

研究结果表明，我国中小学教师培训政策仍以命令型工具和能力建设型工具的运用为主，激励型和劝诫型工具的使用较少，且部分培训内容要素与政策工具间的匹配关系不甚合适。基于此对我国中小学教师培训及政策制定提出建议：加大对培训内容的挖掘力度，进一步完善培训考核评价机制，通过政策引导培训机构积极参与中小学教师培训。

Primary and secondary school teachers constitute a vital segment of China's teaching workforce, and policies governing their training are integral to the national framework for teacher education. Analyzing these training policies benefits policymakers by providing insights for refining existing measures. This study qualitatively examines 11 policy documents related to primary and secondary teacher training from 2010 to 2022, categorizing the utilization and characteristics of policy instruments within this context, and subsequently offers recommendations for future policy development.

The findings reveal that China's current policies for primary and secondary teacher training predominantly employ directive and capacity-building instruments, while the use of incentive and persuasive tools is limited. Moreover, there is an inadequate alignment between certain content elements of the training and the employed policy instruments. Consequently, the following suggestions are proposed for enhancing teacher training and policy formulation: intensify efforts in exploring and enriching training content, further refine the assessment and evaluation mechanisms for training effectiveness, and incentivize training institutions through policy incentives to actively engage in the training of primary and secondary school teachers.