随着我国小学教育的不断发展，对小学教师的素质要求也不断提高。促进学生的全面发展是我国教育改革的出发点和归宿，然而在一些农村地区，由于小学教师结构性短缺造成学生不能够正常学习国家规定开设的所有课程；在师资较为充裕的城镇地区，则因为过早的分科教学而一定程度上割裂了学生认识世界的方式；同时国际上小班化“包班”教学也逐渐成为趋势。这些因素催生了对小学教师培养的改革，国家也陆续出台政策提倡培养全科教师，越来越多的省份加入到培养的队伍中。但国家对于小学全科教师应该具备哪些专业素质，培养应该依照何种标准并没有明确的政策规约，一些培养单位的培养实践也是“摸着石头过河”，培养产出也不能完全满足小学教育的要求。 基于小学全科教师培养的国际经验、相关教育政策导向、一些省份的实践经验、已有的文献研究成果，以及研究者本人的小范围调查这五方面依据，本研究构建了当下小学全科教师应该具备的专业素质要求，该素质要求包括了专业情意，专业知识与专业能力3大部分，具体涵盖了11项一级素质要求和77项二级素质要求，每一项二级素质要求对应一个具体的要求阐述。并将其作为对实践中小学全科教师专业素质培养情况进行分析的视角。 在专业素质视角下，本研究采取目的性抽样和方便性抽样相结合的原则选择了一所实施小学全科教师培养的学校为个案，采取量化研究与质性研究相结合的方法，以该校的培养方案为切入点，来了解个案学校对小学全科教师专业素质的要求以及在培养实践中这些要求落实的情况。本研究首先使用内容分析法对培养方案进行分析，分析结果表明，尽管该校的培养规格存在一些不足，如对艺术和体育素养要求不够系统和深入、有些表述比较笼统等，但总体而言，该校的培养规格和本研究所构建的当下小学全科教师应该具备的专业素质一致，符合当下对全科教师的培养要求。此外，借鉴泰勒的“目标评价模式”，在培养目标、培养规格、课程与教学三者的关系上，该校的培养规格是对培养目标的进一步细化，对其做了充分的阐释；培养规格中的要求也能在具体的课程与教学上找到对应，吻合度较高，不足之处正如培养规格所反映的，比较偏重于语文、数学等知识与能力的培养，在管理和科研等能力培养方面课程不够丰富。接着，本研究又采用问卷法、访谈法和实物分析法对该校培养方案的实践进行了调查。调查结果表明，该校的培养规格制定主要依据社会发展、一线小学实际需求再结合学校特色制定的，这与培养方案分析结果相一致，但是在培养方案实践中，预设的培养规格要求，课程与教学计划没有很好地落地，小学全科教师的专业素质要求得不到落实，如艺体类素养不够凸显、通识性知识学习不够全面、实践能力不够扎实等。 针对研究中发现的问题，从小学全科教师培养有效性出发，分别对培养单位实践、国家政策制度保障和学术理论支持三方面提出了可行性建议。首先，从培养单位实践层面来说，可以在培养方案文本修订和培养方案实施两方面改进。如可以形成专门的组织架构来确保方案制定的专门化、组织化和系统化；在制定前要做好充足的调研，同时要坚持方案制定的基本原则；明确培养目标和细化培养规格；对相应的课程体系和教育实践体系进行再调整；同时要加强对全科师范生管理能力与科研能力的培养；立足终身教育，建立职前职后一体化的终身教育培养体系；还可以制定培养方案实施细则确保方案更具操作性。在培养方案实施层面，学校需要提高学生对专业认可度；对方案进行解读，增加学生对方案的理解度；加强课程实施质量和完善教育实践机制、增加对学生管理能力与科研能力指导、引导学生对职业生涯规划与设计、加强师资队伍建设，确保培养方案实施的有效性。此外学校还要建立对方案实施情况的反馈系统，为今后方案修订和完善提供依据。其次，从国家层面来说，应该出台小学全科教师专业标准和课程标准、成立专门的小学全科教育专业委员会、改革教师资格认证制度和教师招聘制度，实施相关举措来提高小学全科教师的职业吸引力，发挥好小学全科教师培养的政策、制度保障作用。最后，学术界应该加快对国际上小学全科教师培养经验的研究，以及梳理我国历史上中等师范学校培养小学教师的成功经验，发挥好理论指导的作用。

With the development of the primary education in our country, the quality of the primary teacher is demanded higher. As we all know that the start point and destination of education is the overall development of the students, in the rural primary school, because of the structural shortage of teachers, especially the art teachers and physical education teachers, that makes the pupil cannot be able to learn all subjects that the National Educational Administration require must be set; in the urban area where the quantity of the teacher is abundant, due to the division teaching, the way to know the world of the pupil is separate and incomplete; meanwhile a teaching mode that one or two teachers take on the whole class teaching tasks is becoming a trend gradually. All those facts result the reform of the primary school teacher education, and the National Educational Administration had formulated policies about training the primary school comprehensive teacher in succession, more and more provinces are joining the training team. But what the professional quality the comprehensive teacher must have, and what standards the colleges and universities can base on, the state have not given a clear answer. So some colleges and universities “across the river while feeling the stones” in the training practice. As a result, the outcome cannot fully meet the requirements of primary school education. Depended on the international experience in the training of comprehensive teacher, relevant educational policies, practical experience in some provinces, existing literature research results and the investigation on the professional quality of the comprehensive teacher, this study constructs the requirements for the professional quality of the comprehensive teacher, which includes three major parts: professional affection, professional knowledge and professional ability. The three major parts covers eleven first-level quality requirements and seventy-seven level two quality requirements. Each requirement of grade two is elaborated on a specific instruction. At the same time, this study also takes it as an analytical perspective for the training of comprehensive teacher' professional quality. From the perspective of professional quality, this study combines purposive sampling with convenience sampling and chooses a college as case, which is training the comprehensive teacher. To understand the requirements and implementation of professional quality the training practice, the study combines quantitative research with qualitative research and takes the training program of the college as the breakthrough point. Firstly, this study used the content analysis method to analyze the training program. The results show that, although there are some shortcomings in the training specifications, such as not systematic and in-depth requirements for art and sports literacy, some expressions are general. On the whole, the training specifications is in accordance with professional quality of comprehensive teacher. In addition, with the reference of Taylor's “target evaluation model”, the training specification is the further refinement of the training target and the training specifications can also be found exactly in the specific course and teaching. Just as the training specifications reflect, the shortcomings of the training specifications are more emphasis on the cultivation of knowledge and ability, such as Chinese and mathematics, and are less attention to the training of ability in management and scientific research. The practice of training program in this case was studied by questionnaires and interviews. The results show that the training specifications are formulated mainly according to the social development, the actual needs of the primary school and the school characteristics. This is in accordance with the results of the training program analysis. However, in the practice of the training program, the presupposed training specifications, the curriculum and the teaching plan are not well implemented. The comprehensive teachers' professional quality requirements are not achieved. For example, it is lack of artistic and physical literacy, and the general knowledge is not comprehensive. Besides, the practical ability is not solid enough. For the problems found in the research, starting from the effectiveness of the training of primary school comprehensive teachers, the study puts forward the feasibility suggestions from the three aspects: the training unit practice, the national policy system guarantee and the academic theoretical support. First of all, from the practical level of training institutions, they can improve in text and implementation of training program. For example, a specialized organizational structure can be formed to ensure the specialization, systematization and systematization of the training. Besides, they should do enough research before formulating the program, and stick to the basic principles. At the same time, they should make clear the training goals and refine the training specifications; readjust the corresponding curriculum system and educational practice system. In addition, they should strengthen the management ability and research ability of the students. Based on lifelong education, they should establish a lifelong education training system integrated with pre-service and post-employment. They can also formulate detailed rules to ensure that the program is more operational. At the level of implementation, the institutions need to improve the students' professional recognition, and interpret the program to raise the students' understanding of the program; strengthen the quality of the curriculum and optimize the educational practice mechanism. At the same time, to ensure the effectiveness of the implementation of the training program, they can emphasize the guidance of management ability and scientific research ability of the students; lead the students to plan and design their career and strengthen the quality of the teaching body. In addition, the institutions also need to establish a feedback system for the implementation of the training program, so as to provide a basis for revising and improving the future plan. Secondly, from the national level, the Education Department should introduce the professional standards and curriculum standards of comprehensive teachers. Then it can set up the Primary School Comprehensive Teachers Specialized Committee and reform the system of qualification and recruitment of the teacher. To make good use of the policy and system, the Education Department also should implement relevant measures to improve the occupation attraction of the comprehensive teachers. Finally, the academic circles should speed up the research on the training experience of the international comprehensive teachers, and comb the successful experience of the secondary normal school in our country to make sure to play a good role in the theoretical support.