本文针对中小学骨干教师培训中存在的针对性不强、内容泛化的问题，通过问卷调查、课堂观察、教师与学生访谈等方法，全面而具体地描述了海淀区中小学骨干教师的专业知识和专业能力发展现状。构建了以需求为起点、以学员为主体的六要素培训模型。该模型提出培训设计与实施的六个核心要素：需求、主题、课程、任务与成果、师资、学员角色。同时，本研究分析了各要素间的相互关系，搭建出培训的基本结构，用简单的方式描述了培训的过程，并解读培训的特色。该模型强调将需求分析作为培训的出发点和归宿，充分体现了学员的主体地位。本研究同时将此模型应用于海淀区中小学骨干教师培训中。通过将海淀区中小学骨干教师的专业发展现状与组织绩效预期相对照，确定了骨干教师的培训需求，并据此确定了以“基于学生发展的教学能力和教学研究能力提升”为方向的培训主题。各学科各学段在主题的指导下基于参加培训教师的具体需求，选择本学科具有核心价值的视角设计有针对性的培训课程，最大程度上达到理论与实践的融合。其间，骨干教师以课程的建设者和参与者的角色参与培训，尊重骨干教师丰富的实践经验，激发参与热情。培训采取任务驱动的方式，为骨干教师提供实践学习的机会，成果随培训逐步生成。六要素培训模型在海淀区中小学骨干教师培训中的应用，既解决了培训的实效性问题，又形成了海淀区中小学骨干教师培训的独特模式。以需求为起点、以学员为主体的六要素培训模型呈现了培训的基本要点，六个核心要素之间的关系搭建出培训设计与实施的基本框架。该模型体现了教师培训的核心和本质，是经验与科学之间、现实与理论之间转换的“中介”，既具有可模仿性，又具有一定的理论价值，为教师培训的设计、实施和评价提供了工具，为教师培训提供了新的研究视角。

To solve the problems of the lack of the pertinence and the generalization of the contents exists in the training of the elite teachers from the primary and middle schools in Haidian District Beijing, the current situation of the development of the professional knowledge and professional ability of the elite teachers from the primary and middle schools in Haidian District is described comprehensively and concretely by using the methods such as the questionnaire, the classroom observation, the teacher and student interviews. A six-element training model is built that the training demand is the main starting point and the trainee is the main body. The six core elements of the design and the implementation of the training put forwarded in the model are the demand, the topic, the curriculum, the mission and results, the teachers, the trainee role. At the same time, the relationship among the elements is analyzed and a basic structure of the training is built. The training process is described in a simple way and the characteristics of the training are interpreted. The model emphasizes the training demand analysis as the starting point and destination of the training. Therefore, it fully reflects the main body status of the trainee.In this study this model is applied in the training of the elite teachers from primary and middle schools in Haidian District Beijing. By comparing the professional development status with the expected organizational performance of the elite teachers from the primary and middle schools in Haidian District, the training needs of the elite teachers are determined. Based on the needs, and the subject of training for the direction of "the promotion of the ability of the teaching and that of the teaching research based on the development of students" is decided. Based on the concrete needs of the participating training teachers, the targeted training courses with core value perspective design are selected for each subject at different period in the direction of the topic. This integrates the theory and the practice to the maximum extent. In the meantime, the elite teachers as the role of the curriculum constructors and participants involve in the training of the elite teachers and this inspires their participating enthusiasm because it respects the rich practical experience and. The training by using the task-driven approach provides some practical learning opportunities for the elite teachers and the training results generate gradually with the training process. The application of the six-element training mode in the training of the elite teachers from the primary and middle schools in Haidian District does not only solve the problem of the effectiveness of the training, but also form a unique pattern of the elite teachers training in the primary and middle schools in Haidian District.The six-element training model with the demand as the starting point and the trainee as the main body presents the basic points of the training. The relationships between the six core elements build the basic framework of the design and implementation of the training. The model embodies the core and essence of the teacher training. It is the transition "intermediary" between the experience and science and that between the reality and the theory. It has not only imitability, but also a certain theoretical value. Therefore, It provides tools for the design, implementation and evaluation of teacher training and a new study of perspective for the teacher training.