本研究以2022年颁布的《义务教育课程标准(2022年版)》(以下简称“新课标”)为研究背景，以新课标倡导的关键概念“核心素养”为抓手，采用调查研究法探析重点初中教师核心素养的水平及培训需求，以及培训需求的差异、产生原因及满足路径。
通过问卷调查教师整体培训需求及差异，获取背景信息。通过访谈分析教师培训需求的模式，探究不同培训需求的产生原因。结合实证的结果与文献资料，撰写结论和研究建议。通过对51位教师的问卷分析，重点初中教师总体核心素养水平较高，教师们最需要提升的是课程创生素养和教学素养。在人口学差异方面，三线城市教师的核心素养水平显著低于一、二线城市教师，初级或未定级教师的培训需求显著高于中级或高级教师，可见教师们的培训需求内部差异大。在此基础上，本研究进一步对背后的发生机制及脉络进行梳理。通过对八位不同地区、教龄、学科的重点初中教师的访谈，发现在教师的核心素养水平方面，其理论水平和实践探索可划分出四种模式：1.对新课标的内容一知半解，实践中按照传统模式教学。这类教师有长期稳定的教学习惯和模式，以及新课标与实际操作之间的距离，使得他们对新课标的接受和实践都面临一定的挑战。2.对新课标有一定理论知识基础，教学实践中迷茫迟疑。这类教师只能从态度上支持新课标的理念，但在落实上显得迷茫无助，缺乏信心。3.在反思中推进实践，需要专业、系统、标准化的理论引导。这类教师脚踏实地、尊重实践、从实践中摸经验摸规律。4.深入研究新课标，形成成熟的教学模式，尝试系统性、结构性、建构性的反思自身教学实践。进一步讨论，可发现在一线教学，存在1.教研和教学的分离、2.教师缺乏和新课标“对话”的桥梁、3.教师培训供需不匹配、4.内外驱动力不足这四个方面。尽管理论层面已达成一定程度的共识，但是在实践层面，不少一线教师仍觉得教研和教学是相互分离的，即“教师即研究者”存在争议。其次，依据黑格尔的辩证法，发现在新课标实践的过程当中存在课标文本的抽象教师实操的具体的矛盾。再次，从培训的需求和供给两端看，当下的教师培训存在供需不匹配的现象，体现在教师需要的实践性知识生成和情境教学智慧与线性化、形式化的供给之间的矛盾，很大程度上扼杀了教师专业发展的活力。最后，新课标的落实不是一个人的单打独斗，而是一群人的共同努力，在这其中有教师“愿为、敢为，可为”的实践素养，也必须要获得足够的支持与保障。
在研究结论方面，本研究依据教师阶段发展划分出“话语学习—意义建构—实践反思—批判研究”的四种模式，是依据不同教师的发展情况提出的动态发展，阶段上升的培训需求模式。最后，本研究提出三点具体的培训意见，其一，培训内容应首先包括对新课标的深入解读，使教师全面理解新课标的理念、目标和要求，从而指导教学实践。进而推动新课标实施的标准化。其二，培训目标不光要关注教师的实操能力，还要从心理上帮助他们减负，树立信念感。其三，培训方式要以成效为导向，全面提升教师的专业素养和教育教学能力。表现为混合教学模式的引入，充分结合线上课程与线下实践的优势。课例研讨法的运用，使教师培训更加贴近实际教学场景。工作坊与协作学习的方式，为教师们提供一个相互学习、共同成长的平台。个性化导师指导的推行，为教师培训提供了更加精准、个性化的服务。

Based on the Compulsory Education Curriculum Standards (2022 Edition) promulgated in 2022 (hereinafter referred to as the "New curriculum Standards") as the research background and the key concept "core literacy" advocated by the new curriculum standards as the starting point, this study adopts the investigation and research method to explore the level of core literacy and training needs of key junior middle school teachers, as well as the differences, causes and ways to meet the training needs.
Questionnaire survey was conducted to understand the overall training needs and differences of teachers and obtain background information. Through the interview analysis of teacher training needs mode, explore the reasons of different training needs. Combine the empirical results with the literature, write the conclusions and research suggestions. Through the questionnaire analysis of more than 50 teachers, the overall core literacy level of key junior middle school teachers is high, and teachers need curriculum creation literacy and teaching literacy most. However, the core literacy level of teachers in third-tier cities is significantly lower than that of teachers in first-tier and second-tier cities, and the training needs of primary or ungraded teachers are significantly higher than those of intermediate or senior teachers, indicating a large internal difference in the training needs of teachers. Through the interview analysis of eight teachers from different regions, teaching ages and disciplines, the theoretical level and practical exploration of teachers' core literacy level can be divided into four models: 1. With little knowledge of the content of the new curriculum standard, teaching according to the traditional mode in practice. Many teachers are faced with certain challenges in accepting and practicing the new curriculum standards due to their long-formed teaching habits and modes, as well as the distance between the new curriculum standards and actual practice. 2. The new course is marked with a certain theoretical knowledge base, and the teaching practice is confused and hesitant. Subjectively, some teachers have not adjusted the relationship between teaching, class teacher work, teaching research, and home-school communication, and can only support the concept of the new curriculum standards from the attitude, but appear confused and helpless in the implementation of the lack of confidence. 3. Promoting practice in reflection requires professional, systematic and standardized theoretical guidance. This kind of teacher is down-to-earth, respects practice, and feels experience and rules from practice. 4. Deeply study the new curriculum standard, form a mature teaching model, and try to reflect on their own teaching practice systematically, structurally and constructively. At the level of training needs, four modes of "discourse learning - meaning construction - practice reflection - critical research" can be divided according to teachers' stage development, which is a sharing framework of training needs mode with dynamic development and rising stage proposed according to different teachers' development conditions.

The reasons are the separation of teaching research and teaching, the concrete of abstract practice of text, the mismatch between supply and demand of teacher training and the lack of internal and external driving force. Although a certain degree of consensus has been reached at the theoretical level, in practice, many front-line teachers still feel that teaching research and teaching are separate, that is, there is a dispute over "teacher is researcher". Secondly, according to Hegel's dialectics, it is found that there are concrete contradictions in the process of the practice of the new curriculum standard text. Thirdly, from both sides of the demand and supply of training, there is a mismatch between supply and demand in current teacher training, which is reflected in the contradiction between the practical knowledge generation and situational teaching wisdom required by teachers and the linear and formalized supply, which to a large extent stifles the vitality of teacher professional development. Finally, the implementation of the new curriculum standards is not a single person, but a group of people's joint efforts, in which there are teachers "willing to, dare to, can" practical literacy, but also must obtain sufficient support and protection. Finally, this study puts forward three training suggestions. First, in-depth interpretation of the new curriculum standards: The training content should first include in-depth interpretation of the new curriculum standards, so that teachers can fully understand the concept, objectives and requirements of the new curriculum standards, so as to guide teaching practice. And then promote the standardization of the implementation of new curriculum standards. Second, the training should not only focus on the practical ability of teachers, but also help them psychologically reduce the burden and establish a sense of faith. Third, establish a result-oriented training method to comprehensively improve teachers' professional quality and education and teaching ability. It is manifested in the introduction of mixed teaching mode, which fully combines the advantages of online courses and offline practice. The application of lesson and seminar method makes teacher training closer to the actual teaching scene. Workshops and collaborative learning provide a platform for teachers to learn from each other and grow together. The implementation of personalized tutor guidance provides more accurate and personalized services for teacher training.