National Teacher Training Implementation Plan
Part 1: National Small Teacher Training Implementation Plan
Teacher business training is an important way to improve teachers' professional quality, and it is also a prerequisite and guarantee for improving teaching quality. In order to meet the requirements of modern education development, to meet the needs of educational reform, to standardize the classroom teaching behavior of teachers, to promote the professional development of teachers, and to comprehensively improve the teaching and teaching standards of teachers, according to the unified deployment of the County Education Bureau, the school business training is the work of 20XX. The most important thing. To this end, our school has formulated the "Implementation Plan for the Training of the National Primary School Teachers in Qingyun Town Center" in light of the actual situation.
First, the guiding ideology
Based on the subject "Course Standards", with the professional growth of teachers as the link, to improve the teaching and teaching standards of teachers and the quality of education and teaching, to the whole staff, based on the post, pay attention to practice, through training and training, to promote learning, competition evaluation Combine, combine learning with students, improve teachers' teaching behavior, and promote teachers' professional development.
Second, the training principle
1. Leading principle
In order to make the training effective, it is necessary to give full play to the professional leading role of the center's small teaching and research staff and the small teaching director, and at the same time give full play to the professional leadership role of the academic leaders and backbone teachers.
2, the principle of full participation
Teacher business training is a long-term work and an important way to improve teachers' professional quality. In order to adapt to the requirements of modern education development and adapt to the needs of education reform, each teacher must learn frequently to continuously update the educational concept and consolidate the basic skills and basic elements of teaching. The new teaching model under the guidance of the new curriculum concept has put forward new requirements for each teacher, so it is necessary to fully understand the importance and necessity of full participation in training and active participation in training activities.
3. The principle of autonomy
The school is the main front for teachers' teaching activities. The classroom is the main carrier of teacher business training. In order to consolidate the teacher business training, the school must strengthen the intensity of independent training and carry out solid and effective teacher business training.
4. Innovative principles
Innovate the content, form, means and mechanism of teacher training, aiming at the actual situation of teachers and classroom teaching, giving full play to the independent innovation awareness of the school in training, and making the training activities full of vitality, which is the key to the long-term development of training.
5, the principle of effectiveness
According to the basic elements of the teacher's business training, combined with the teacher's teaching needs, combined with the problems existing in the teacher's teaching, starting from the teacher's professional development needs, the school-based training, "national training", so that training and teaching practice are closely integrated, Enhance effectiveness.
Third, training content and objectives
1. Training content
Teacher training
1 new course teaching concept training. The main content is the subject "Course Standards".
2 new course materials training. The specific content is the textbook interpretation and textbook processing training.
3 new curriculum classroom teaching skills training. The main contents are basic skills training such as introduction, questioning, teaching method use, teaching guidance, evaluation, and class completion.
4 teachers teach scientific research ability training. Mainly based on subject research and special research as a carrier, teachers are encouraged to participate actively, thereby improving teachers' ability in teaching and research, and thus improving the professionalism of teachers.
5 teacher basic skills training. Specifically, it can be trained in Mandarin; chalk, calligraphy and blackboard training; teaching stick figure training; teaching case design and writing, lesson preparation, class, class, class evaluation; courseware teaching and production training; educational technology ability training, etc. Solid basic skills.
6 Teacher's Teacher's Moral Training: Leading the teachers to learn the professional ethics of teachers and learning the morals and deeds of advanced teachers. Through training, the teachers form a good teacher's morality and establish a good image of teacher's morality.
Teaching training
Through training, we will continue to improve the business standards and management capabilities of the majority of teaching and learning, ensure that the majority of teachers do the school management, and improve the overall management level of the school.
New teacher training
According to the school's school-based training program, the new teacher is required to write a weekly teaching experience, a lesson plan, and a reflection on teaching. For the various lectures in the school-based training, remember to take notes and write a sense of listening. In order to adapt the new teachers to teaching as soon as possible, the school arranges relevant teachers to give them practical guidance, and asks the apprentices to conduct lectures with each other. At the same time, the new teachers should accept the lectures of the middle-level leaders and the teaching and research team leaders at any time. After class, the new teacher is required to take the initiative to give lectures and listen carefully to the opinions and suggestions of the lecture teachers.
Backbone teacher training
Participate in the training of key teachers held at all levels, and give full play to the role of key teachers.
Do a good job as a famous teacher, a leader of the discipline, a celebrity, and a subject group.
Do a good job in the exchange of curriculum reform, reflecting the new concept of education and teaching.
Key teachers at all levels must hand in the valuable experience materials in a timely manner.
Class guide training
1. Strengthen the system construction. In this academic year, we will focus on four aspects of the system construction: 1 sub-class guidance system, for the teachers of the department will arrange experienced class guides to match them, and let them get in the pass, help and belt of the old teachers. Cultivated exercise. 2 class guide work meeting system. 3 class guidance work comprehensive assessment system. 4 administrative linkage system.
2. Strengthen theoretical study. This school year will focus on learning these contents: 1 related moral education files. 2 related theoretical books. It is mainly the "Outline for the Implementation of Citizen's Moral Construction", "How to Develop Class Culture", and "The Cultivation of Students' Good Habits". 3 "Class Guide", "Young Pioneers Counselor" and other related magazines.
3. Guide professional development. The teaching office will collect and organize relevant specific cases concerning class management, class style construction, incident handling, etc., edit it, send it to each teacher, guide the learning of advanced practices, and explore scientific methods of educating people.
4. Strengthen research and research. While strengthening the study of class theory, we will also ask them to actively carry out the exploration and research of teaching and research practice, focusing on the task of "the relationship between campus culture construction and school moral education work", through theory and practice, summing up the law and creating characteristics. So as to better solve the problems encountered in class work. At the same time, the class guide work experience exchange meeting and paper evaluation will be held at the end of the period. The teaching and research will be the forerunner, and the scientific research will be taught to make the school's class work and moral education work full of vitality and richer in the times.
2, the goal
Through training, teachers will be transformed into educational concepts, master the basic skills of new curriculum design and classroom teaching, improve the teaching design and classroom teaching standards of new courses, improve the ability to implement new courses, improve teaching and research capabilities, and consolidate basic teaching skills.
Fourth, the training object
All faculty and staff.
V. Organizational leadership
Strengthen leadership and clarify responsibilities. The school set up a leading group to unify thinking, raise awareness, and ensure effective training activities.
Team leader: Gao Lianjun
Deputy leader: Li Shouwen Hu Zunyan
Member: Ji Weiwei, Ming Lin, Zhou Zhenzhen
The leading group is responsible for the formulation of the training plan, the organization and management of the process, the summary of the training, and is responsible for the attendance assessment, study notes, collection and archiving of the participating teachers, and is responsible for timely delivery of relevant materials to the competent authorities.
6. Management and assessment
1. In order to ensure the effective and long-term development of the teacher's business training, our school will conduct an inspection and research on the teacher's business training, and incorporate the results into the evaluation of the quality of education and teaching. The teacher business training work must not only focus on the process, but also on the results, ensure the effectiveness of the training, and truly achieve the goal of improving the professional quality of the teachers.
2. The school should strengthen the management of training work. Schools should strengthen the management of teacher business training, formulate short- and medium-term training programs and programs, and promote the effective and in-depth development of teachers' business training.
3. Teacher business training is a long-term work. In order to better promote the effective development of this work, our school will conduct a comprehensive evaluation and assessment of the training work every semester.
Part 2: National Small Teacher Training Implementation Plan
In order to implement the spirit of the “Implementation Opinions of the xx Provincial Department of Education on Implementing the Action Plan for Promoting the Professional Development of Chinese Small Teachers in xx Provinces to Carry out the Continuing Education of Small Teachers in China”, the needs of China’s basic education reform and development will be effectively improved. The teacher's classroom teaching ability and the professional development level of the teacher, combined with the current situation of the overall Chinese teacher team in the province, the implementation of this implementation.
I. Guiding ideology and implementation principles
Based on the improvement of the teaching and learning ability of Chinese small teachers, with the aim of improving the professional development level of Chinese small teachers, the activities of "educational thinking, professional knowledge, and teaching skills training" are used as carriers to organize teachers and organizations. Implement a new round of training for all Chinese small teachers with the main content of “teacher education, new knowledge, new technologies and new skills”. Through training, we will comprehensively promote education and teaching innovation, enhance the ability and standard of teachers to implement quality education, improve the overall quality and professionalism of Chinese small teachers, and promote the sustainable development of the Chinese small teachers.
- Serving teachers, leaning the countryside. Focusing on the professional growth of teachers, focusing on the professional development needs of teachers, focusing on improving teachers' comprehensive quality and teaching standards; using rural teachers as the basis of policies, taking into account the actual needs of rural teachers, taking into account the needs of urban and key teachers, scientifically setting Training objectives, adopt appropriate training models, and promote balanced development of all-trainer training.
- Focus on the classroom and train skills. Taking the teacher's classroom teaching as a breakthrough, we will focus on the various skills required for classroom teaching, and use the methods of combination of learning, training, evaluation, reform and examination to carry out training in different disciplines and apply what we have learned to improve the basic skills of teachers' classroom teaching.
——The focus shifts downwards and the inter-school linkage. Adhere to school-based training, focus on training and online training. Strengthen the management and practice research of school-based training, so that teachers' vocational schools become the base for teachers' professional development. Give play to the role of China's small teachers' professional development model schools, base schools and training institutions, and adopt the “typical approach – results promotion – evaluation promotion” approach and the theme of the project to strengthen cooperation and win-win between schools, and transform individual advantages into resources. Sharing and promoting the development of teacher training.
- Classification guidance, evaluation follow-up. Fully consider the different requirements of teachers in each scholastic, all levels and different age groups, and implement all staff training according to their respective characteristics. The guidance work should be classified according to the needs of the training work, timely feedback, and timely guidance. Through the establishment of the "Teacher Self-Management Professional Development Archives", the teacher's all-staff training is formatively evaluated. Through the process and final evaluation of the teacher's individual professional development goals, the training process is continuously regulated to ensure the effective completion of the training tasks for all employees.
Second, objects and goals
Object
The training target is full-time full-time teachers of all kinds of Chinese small schools with various qualifications of Chinese teachers, including all kinds of Chinese small, district and county teacher training, teaching and research institutions, special education institutions, and off-campus educational institutions. .
aims
The overall goal: through the training of all staff, the teachers gradually develop good moral behavior; basically have the curriculum and teaching theory; improve the classroom teaching skills and classroom teaching ability; steadily improve the ability of independent learning and research; level.
specific target:
1. The existing in-service Chinese teachers will complete no less than 240 hours of training by the end of 2019.
2. Through training, we will effectively improve the comprehensive quality, teaching ability and independent development level of Chinese small teachers. 100% of Chinese small teachers are qualified for education and teaching. Among them, 15% of teaching skills are excellent; the passing rate of teachers' teachers' morality is 100%.
3. Before December 31, 20XX, Chinese young teachers who are under 55 years old and women under 50 years old will participate in no less than 50
The educational technology ability training of the school hours has significantly improved the educational technology ability.
Third, the course content, training methods and assessment
Training course content and five-year hours, credits
Implementing design and painting according to the educational technology ability of Chinese small teachers
Note: All Chinese teachers in the cycle completed 240 hours of training; after the courses were trained and passed the examination and assessment, 1 credit for every 10 hours, totaling 24 credits.
Training method
School-based training is the main task, supplemented by centralized training. The training institutions and the Chinese small team jointly complete the training tasks of this cycle.
1. School-based training
School-based training includes: self-directed learning, peer support, professional leadership
Self-learning
Teachers plan to examine, analyze, and solve their own problems in teaching through the training methods of “self-study-practice-reflection-re-practice”, and integrate daily education and teaching with teacher education. Each teacher must develop a “personal development goal” that is consistent with the school's development goals and develop an individual learning plan based on the goals.
Peer support
The teachers form a mutual aid learning team with the teaching and research team as the unit. Under the guidance of the school, the teachers will fully utilize the talents of each participant, and we will use the dialogue to weave the learning community and conduct cooperative learning through mutual communication, negotiation and equal dialogue among teachers. Or participate in the teaching and research activities of other schools in an inter-school linkage to achieve the purpose of sharing resources, improving together, and developing together.
Professional leadership
The training institution specializes in part-time training teachers to establish a professional guidance team, provide professional guidance menus, take lectures, on-site training, on-site guidance, personalized question answering, provide online resources to support learning and other forms of professional guidance, and complete the corresponding training tasks with teachers.
2. Intensive training
Focus on training and positioning on problem guidance. It is necessary to adhere to the curriculum reform, close to the classroom, and close to the teacher. From the teachers, to the teachers, according to the needs of teaching, research teaching problems, carry out research on topics, set up special counseling, and effectively improve the pertinence and effectiveness of training. Training institutions that have the means to carry out distance education should conduct remote real-time topical counseling and interactive seminars through video and audio sharing through instant distance learning.
Assessment
Establish and improve the training and evaluation system, implement the training unit training, the immediate evaluation and the school-based training examination and the acceptance inspection system, and combine the process inspection and the results assessment, highlighting the ability assessment, the assessment points, the unified assessment and the school-based examination. get on. The unified assessment shall be carried out by the municipal continuing education business management department; the school-based examination shall be carried out by the county-level teacher training institutions under the guidance of the education administrative departments at all levels. The assessment implements a grading system, which is divided into four levels of excellent, good, qualified and basic qualifications, which are important indicators for teachers' business standards. The study and assessment of new skills is carried out in accordance with the "Zhong Province China Small Teachers Teaching Skills Training and Assessment Program".
Fourth, organizational management and safeguard measures
Strengthen organizational leadership
The Provincial Department of Education is in charge of the training of all the Chinese small teachers in the province. The Provincial China Small Preschool Teacher Training Center is responsible for the organization, guidance, management and evaluation of the Chinese small teacher training in the province. The teacher training management department of the education administrative department at all levels is in charge of managing the continuing education of teachers.
The city, county, township, and school should perfect the working institutions at all levels, optimize the network, meticulously organize, and guide the grades, with the "educational ideas, professional knowledge, and teaching skills training" as the carrier of the activity to ensure the quality of training. .
Adhere to the main responsible persons of education administration departments and teacher training colleges at all levels for the first responsible person training system for Chinese small teachers. Strengthen the first responsibility system of school-based training for central schools and Chinese primary school principals, take measures, establish mechanisms, implement the system, and ensure the effective development of school-based training.
Optimized business guidance
The Provincial China Small Preschool Teacher Training Center will formulate an annual full-time training program in each year to determine the learning objectives, learning content, main learning forms and assessment requirements for the annual training topics, guide each city to carry out annual special learning activities, and evaluate the training of all employees in each region. .
Teachers' training institutions at all levels should integrate the resources of higher education institutions, teacher training institutions, teaching and research departments, audio-visual departments and small Chinese teachers under the overall planning of the education administrative department, and establish a school-based training and guidance team to effectively implement school-based training.
It is necessary to actively carry out research on remote, centralized and school-based training, discover, research and solve practical problems in teacher training, and creatively carry out training for all teachers.
Improve training ability
Strengthen trainer training. The training system for trainers will continue to be implemented. The Provincial Department of Education will continue to implement provincial-level training for teaching and research personnel in various disciplines in China. All cities must do well-trained city-level training and group preparation for classes, and effectively improve the capabilities and standards of trainers.
Construction of a quality training course. According to the annual training topics, the Provincial Department of Education selects the curriculum resources and issues the catalogue of recommended resources. Each city chooses its own curriculum resources within the scope of the recommended curriculum resources, and chooses according to its own characteristics and needs. According to the needs of teachers' continuing education work, the Provincial Department of Education will organize efforts to actively develop teacher training curriculum resources that meet local characteristics and training needs.
Build an effective school-based guidance network. Each school-based training base should establish a school-based training instructor team with key teachers as the main force. Teachers' training institutions at all levels should establish a school-based guidance team with specialization and integration.
Continue to implement the continuing education certificate system
The administrative departments of education at all levels shall continue to implement and improve the system of continuing education assessment and performance registration for Chinese small teachers. The assessment results are one of the basis for the appointment and promotion of teachers. The Chinese Primary School Continuing Education Credits Registration uses the “Continuous Education Certificate for Chinese Primary Teachers in xx Province”, which is uniformly printed in the province. As the only valid certificate for teachers to complete various forms of continuing education tasks, the teachers are responsible for custody.
Teachers participate in the continuing education of Chinese small teachers organized by the education administrative department, and the examination is qualified. The incumbent school is responsible for the registration of credits, establishing the continuing education files of the teachers of the school, and storing the original materials such as the assessment certificate.
Part 3: National Small Teacher Training Implementation Plan
According to the spirit of the "Ministry of Education's Opinions on Strengthening the Training of Chinese Primary Teachers", the implementation of the "12th Five-Year Plan for the Construction of the Basic Education Teachers in Hailin City" and the "12th Five-Year Plan" of Hailin City The spirit of the “Implementation Opinions on the Training of Kindergarten Teachers” is specially formulated to implement the “Twelfth Five-Year” training program for our teachers.
I. Guiding ideology and work objectives
In accordance with the training direction of “Cultivating high-quality guides for the growth and development of students” proposed by the Municipal Education Commission, and the working philosophy of “Professional Development for Every Teacher”, our school teachers during the “Twelfth Five-Year Plan” period The training work will focus on the deepening of curriculum reform and quality education, focusing on demand, cultivating characteristics, optimizing quality, improving efficiency, and highlighting the “subjectivity”, “openness” and “effectiveness” of continuing education for teachers. Improve the professional quality and education of teachers, and provide the guarantee for team building for the reform and development of basic education in our school.
The main objectives of the “Twelfth Five-Year” teacher training work in our school are:
Agglomeration training resources.
With the teacher education resources of Hailin City, with the backbone of our school teachers and academic leaders as the main force, we will build a teacher training curriculum system that can adapt to and guide the professional development needs of all teachers in our school, and provide teachers with high-quality and efficient training resources.
Strengthen service management.
Further update the concept of continuing education for teachers, strengthen service and management, and improve training models. Exploring the ways in which teachers are self-disciplined, sustainable development, and new systems and approaches for city management. Form a management service system coordinated by the city and the school, form a master training pattern of teaching, research, teacher training, scientific research, and organic integration of moral education, deepen the construction of school-based training system and school-based training courses, and provide teachers with multi-faceted, selectable, high-quality Training opportunities to form a continuous education system that is both open, flexible, orderly and efficient.
Improve the training environment.
In order to explore the in-service staff's paid continuing education leave system and the backbone teacher academic leave system, the implementation of the new teacher apprenticeship system, the establishment of teachers' professional literacy and humanities training base, the construction of regional teacher training excellent curriculum system, and the implementation of teacher personalized learning mode. The main initiatives are to create a training environment that develops individuality, diverse channels, rich content and high quality.
Second, the course structure
According to the curriculum structure of the “Implementation Opinions of the City”, during the “Twelfth Five-Year Plan” period, the training courses for Chinese small and kindergarten teachers include three categories: teacher ethics and literacy, knowledge and skills, and practical experience.
Teacher's Morality and Literacy Course. It refers to the main content of improving teachers' morality and literacy awareness and ability, improving teachers' humanities quality and physical and mental health.
Knowledge and skills courses. It refers to courses that promote teachers to update educational concepts, subject ontology knowledge, and optimize educational teaching methods and behaviors to improve education management, innovation literacy, skills and technical skills.
Practical experience course.
It refers to a course based on education and teaching practice, with school-based training as the main method, aiming at promoting teachers' experience and acquiring practical knowledge in ethics, teaching and scientific research.
Third, training objects and credit requirements
All on-the-job teachers in our school have the right and obligation to participate in the “Twelfth Five-Year” teacher training. The methods and contents of teacher training are counted according to the time and credits. Teachers who retired before December 31, 2019 may exempt from municipal and district elective courses as they wish.
During the “Twelfth Five-Year Plan” period, each teacher participated in and completed no less than 360 hours of training, and completed 36 credits; teachers of high-level middle school titles and professionals of the College of Education must participate in no less than 540 hours of training. 54 credits. The credit calculation method is generally converted to 1 credit in 10 hours.
According to the provisions of the “Implementation Opinions of the Municipality”, in principle, according to the curriculum categories, the credits that each ordinary teacher should complete are: 12 credits for teacher ethics and literacy courses, 14 credits for knowledge and skills courses, and 10 credits for practical experience courses; The training channels are divided into 4-7 credits for city-level courses, 11-14 credits for district-level courses, and 18 credits for school-based training.
Credit requirements for some specific subjects
1. Class guide. Teachers who serve as class guides during the “Twelfth Five-Year Plan” period must participate in class training for no less than 30 hours of class, with a score of 3 points, which is included in the credits of the municipal level.
2. New teacher. The new Chinese kindergarten teachers during the “Twelfth Five-Year Plan” period must participate in the training of standardized training for new teachers during the first year. Count 12 credits. After the completion of the work, the staff still needs to participate in the full training. For new teachers entering the education system after September 2019, their credit requirements may be reduced by the number of years of entry.
3. Middle and high titles teachers. In addition to other teachers participating in various types of training, teachers with senior professional titles in the middle school can complete 18 other credits through various kinds of individualized trainings and various advanced training courses.
Fourth, training tasks and implementation requirements
Various types of teacher training tasks and management subjects
The specific methods and requirements for teachers of our school to participate in the training of all employees are mainly implemented in accordance with the “Implementation Opinions of the Municipality” and this program.
Our school's backbone teacher professional development team, including special teachers and academic leader studios, senior instructors, Yude team, innovation team, information team, etc., its training activities as a special way of our school's backbone training, into our school personalized The training scope is managed by the school teacher professional development guidance team management office, and the credit management is carried out by the teacher training department of the education college.
The training methods and requirements of our school cadres are mainly implemented in accordance with the “Twelfth Five-Year” Training Program for the Putuo District Education System. Full-time teachers and middle-level cadres of schools should participate in the compulsory courses in the training of all teachers as required.
School-based training, especially practical experience courses, is an important way for in-service teachers to improve their practice. In addition to those who are out of the post, they should be fully involved. The cadres and backbone teachers of each school are the main force for the school to carry out practical experience courses. Schools should give full play to the role of the school-based training leader, and not let it be separated from school-based training. The planning, implementation and management of such courses are mainly the responsibility of the schools.
Main tasks and credit structure of all staff training
According to the specific situation and development needs of the teachers in our school, the training of all staff strives to reflect the combination of selectivity and guidance, and the combination of order and order, reflecting the stratification, classification, separation and multi-channel training at the regional level. Resources, the principle of teachers' individual autonomy and self-discipline.
Three-level training task
According to the "Implementation Opinions of the City", the learning tasks and credit structure of the whole teacher training are divided into three levels: city level, district level and school level, as shown in the table below.
Credit requirements main content selection method
City level 4-7 points teacher and literacy class 1-2 points
Knowledge and Skills Class 3-5 Teacher Training and Sharing Course Management Platform
District level 11-14 teacher and literacy class 2-3 points
Knowledge and Skills 9-11 Division Teacher Training Registration Platform
School level 18 points teacher class 6 points literacy class 2 points
Practice experience class 10 school organization
2. City-level training course selection
The elective course refers to the course that the teacher chooses independently through the district training registration platform. Teachers should select courses according to the needs of self-development, and at the same time pay attention to the proportion of credits between teachers' morality and literacy and knowledge and skills as stipulated in the Municipal Implementation Opinions.
Personalized training is a self-help training channel for teachers with special needs or professional research directions. The training methods are various in form, and the specific operation methods are determined separately. Personalized training is based on the self-improvement of teachers' own standards and development. Each teacher has the right to choose individualized training.
3. School-based training
School-based training is a teacher training planned and implemented by the school. The principal is the first person in charge. School-based training should focus on strengthening the construction of professional teams with teaching and research groups as the main organizational form, with the aim of improving teachers' professional identity and educational and teaching practice, with "practice-reflection-re-practice" as the main learning method, with developmental evaluation and other means. To motivate teachers to consciously pursue professional development. Teachers are encouraged to actively explore various methods such as observation records, diagnosis improvement, topic discussion, project research, and results presentation to cultivate teachers' research habits and enhance teachers' practical ability.
School-based training is divided into the course of learning and practical experience in the curriculum of teacher's morality and literacy. See the table below:
Credits require course source organization method
Teacher's Morality and Literacy Course Teacher's Class 6 points
The literacy class 2 provides various lectures and courses around the teacher's morality and humanities literacy; the school organizes various training activities. The school organizes and implements it and submits it to the teacher training department of the Education College for approval.
Practical Experience Course 10 points The school's self-designed curriculum-based training aimed at improving teachers' practical ability, focusing on improving the professional identity and educational practice ability of teachers through the practice, research and experience of the teacher team. The school organizes and implements, and the proportion of lectures generally does not exceed 10%. The program and results are reported to the teacher training department of the Education College for the record, and the school teacher training officer is assigned.
The design and implementation of the practical experience curriculum will continue the practice of teachers' practical courses during the “Twelfth Five-Year Plan” period. All schools should continue to explore scientific and rational models in terms of improving teacher participation and curriculum effectiveness, ensuring full staff, ensuring time and upgrading courses. Leadership, improve the quality of the course, and continuously summarize the experience and deepen the progress. The professional department of the School of Education should strengthen the process guidance for school-based training and improve the management system of the school on the basis of the “Guiding Opinions on School-based Training and Management”.
V. Key work items
Optimize the training environment and explore a teacher development-based training mechanism
During the “Twelfth Five-Year Plan” period, our district will continue to explore a teacher-development-based training mechanism, focus on solving the passive learning situation of teachers under the impetus of administration, and create a training environment for learning, learning, self-learning, and effective learning. Form a multi-channel, open training system.
1. Explore the teacher's continuing education system.
2. Implement a personalized training system.
3. Implement a secondary management system for teacher training funds.
Strengthen the construction of trainers
Establish a team of teacher trainers with excellent quality, reasonable structure, and combination.
Through the curriculum development review and the feedback evaluation of the training effect, the trainers are evaluated and evaluated, and the dynamic management of the survival of the fittest is implemented. Trainers at the regional level and school-based training for school-based training should receive corresponding labor compensation or performance rewards. Enrich training resources and build a series of excellent courses
1. Strengthen resource management and form a series of quality courses.
2. Establish a special training base.
Strengthen the construction of the team of teachers and trainers, and deepen the school-based training
Continue to adhere to the successful practices and experiences of school-based training in the “Twelfth Five-Year Plan” period, taking practice as the stage, based on curriculum design, taking the construction of teacher training team as a breakthrough, and taking developmental evaluation as the guide to promote school-based training and teaching. The combination of practice, teaching and research activities, theoretical study, and research on topics, perfecting the system, focusing on participation, and pursuing practical results will make our school-based training deeper and more successful. During the "Twelfth Five-Year Plan" period, it is necessary to give full play to the role of the special training staff of the teacher training in the school teacher training work, especially the school-based training, to clarify responsibilities, enhance the ability, and promote the deepening of school-based training.
Part 4: National Small Teacher Training Implementation Plan
First, the guiding ideology:
Taking the scientific concept of development as a guide, combined with the requirements of the new round of basic education curriculum reform and the reality of education and teaching in our school, based on comprehensively improving the quality of education and teaching, actively creating conditions, and striving to build a lifelong learning structure for our teachers, creating a The structure is reasonable, the quality is excellent, the dedication, the innovation, the teachers who can adapt to the requirements of the new era, the overall improvement of the faculty level of our school, and create an excellent group of teachers.
Second, the overall goal:
1. Improve ideological and political literacy, professional ethics, educate according to law, and launch a group of ethics and moralists who are dedicated to life and eliminate illegal education.
2. With the implementation of the new curriculum standards as an entry point, all teachers will be further transformed into educational ideas, educational concepts, teaching methods and teaching methods to accelerate knowledge renewal and expansion.
3. Strengthen the development of teaching and research activities, improve the ability of education, teaching and research, and enhance the sense of innovation and self-development.
4. Establish a sound and effective mechanism, implement the “Blue Project”, strengthen the training of young teachers, and promote young teachers to become “young backbone teachers” as soon as possible.
5. Transform classroom teaching with education and scientific research, and guide teachers to transform into academic and scientific research.
Third, the specific objectives and tasks:
Teacher training:
Objective: Through training, improve the ideological and political quality of all teachers, professional ethics, run schools according to law, educate according to law, and launch a group of teachers and ethics who respect the profession and eliminate the illegal educational behavior. Promote the transformation of all teachers' educational theories, educational methods, and teaching methods.
Content: Political thought and teacher education.
Ways: lectures, seminars, etc., combined with self-study, focusing on practical activities.
Timing: Every teaching time.
New curriculum standard training:
Objective: To further understand the guiding ideology of the curriculum reform, the reform goals, and the concepts embodied in the new curriculum standards, to help teachers understand the breakthrough points of curriculum reform in various disciplines and the suggestions for teaching, so that teachers can use this as a basis to fully On the basis of analysis and research, the theory is applied to practice and the corresponding teaching and evaluation strategies are formulated.
Content: Interpretation of new curriculum standards and new curriculum standards in various disciplines, provincial and municipal new curriculum training materials.
Form of activity: a combination of unitized learning and self-study.
Time: Weekly business study, time of each teaching and research group, and spare time.
Teacher information training:
Objective: Require teachers to realize the "four sessions": they will handle word processing, and will create simple courseware, which will be accessed online, downloaded, and will receive and send e-mails. At the same time, teachers can use information technology and network resources in classroom teaching.
Ways: 1. Regularly carry out teacher computer knowledge and practical operation training.
2. Take a combination of regular practice and assessment methods.
Teacher reading activities:
Objective: Require teachers under 40 years of age to read two books a month; teachers over 40 years of age read a book every month.
Content: Excellent subject books.
Means: The combination of teachers' self-study and collective organization, and organizes reading salons, reading essays, and “books moving around” activities to mobilize teachers' enthusiasm for reading.
Teaching and research and research activities:
Objective: Through the development of teaching and research activities, the academic leaders of all teachers, education and teaching experts should account for 10%-15% of the total number of teachers, the backbone teachers should account for 60% of the total number of teachers, and the young and middle-aged teachers participate in the research of 50. %, young and middle-aged teachers should be proficient in and use multimedia network technology to assist teaching.
Contents: 1. Each semester concentrates on the collective learning of the "Course Standards", "Teaching Practices" and related articles on education and teaching theories.
2. Continue to strengthen the teaching and research activities inside and outside the school, and insist on the teaching activities that teachers should go out and ask teachers to come in.
3. Carry out the activity of “Everyone has a good class” and organize a school-wide teaching evaluation activity.
4. Organize a teaching open day event every semester. At each activity, parents and teachers participate in lectures and evaluations, discuss teaching methods and learning methods, and constantly enrich their understanding and improve the level of education and teaching.
Part V: National Small Teacher Training Implementation Plan
In order to improve the comprehensive quality of teachers and thus improve the quality of school education and teaching, according to the spirit of the archives of "Zhao District Jiaozi [20XX] No. 130", combined with the actual situation of the school, this program was formulated.
First, the meaning
School-based training is planned to deepen teacher training reform, strengthen teachers' lifelong learning awareness, improve the level of teachers' implementation of quality education, and promote the reform and development of education and teaching.
Second, goals and tasks
1. Objective: To strengthen teachers' lifelong learning consciousness, cultivate good habits of conscious learning, advocate learning methods of “learning, practice and research”, promote the organic combination of new ideas, new skills, new methods and education and teaching practices, and give full play to the backbone of the school. The role of teachers, strengthen the integration of training resources, complement each other and improve together.
2. Task: At least one subject training per academic year. Each teacher participates in at least one subject-based training per academic year, and the total time of study is no less than 50 hours. School-based training is included in the year-end comprehensive assessment of each teacher, and is linked to the performance assessment.
Third, organize the leading institutions
Establish a school-based training leadership group
Team leader: Yang Yunwu
Deputy leader: Wang Shunyou, Zhang Xiangyou
Team members: Deng Fuzhong, Wang Zhenming, Zhou Zhengping, Xu Zhifang, Liu Yumei
The office under the leadership team:
The director of the office is concurrently appointed by Wang Shunyou, and the deputy director is concurrently appointed by Wang Zhenming and is responsible for liaison and material filing.
Members: Li Yun, Chen Ying, Liu Ronghua, Xu Jiapeng, Zhou Yingmei
Fourth, form and content
The school-based training forms are mainly: course learning, special lectures, self-study, self-study, research, backbone demonstration, pairing assistance, expert-led, observation, class analysis, class research Style, reading notes, mutual evaluation and exchange, lecture evaluation, research report, etc.
The contents of this school-based training include: political theory, teacher morality, education theory, teaching methods, subject knowledge, education and teaching skills, modern educational technology, essay writing, experience exchange, teaching evaluation, study practice, curriculum reform experiment, calligraphy Wait.
Fifth, the time schedule
This school-based training program began in September 20XX and ended in July 20XX for a total of five years.
1. In September 20XX, the medium-term plan and annual plan for school-based training will be formulated and reported to the district-level training institutions, and the medium-term plan will be determined for five years. At the same time, publicity and mobilization, registration, registration of teachers and teaching materials, implementation of funds, division of training units, etc.
2. In June, the next year's school-based training approval plan will be submitted to the Office of the School-based Training Leading Group of the Education Bureau for approval.
3. The first year of training from September 20XX to July 20XX. This year's training content is mainly: political theory, the new "Compulsory Education Law", teacher's morality, modern education theory, calligraphy and so on. The main forms of training are: self-study - reflection, principal lectures, expert guidance, reading notes, group research, etc. Use 60 hours.
4. The training for the second year from August 20XX to July 20XX. The training content of this year is mainly: education and teaching skills, calligraphy and so on. The main forms of training are: expert tutoring, observation and communication, self-learning reflection, reading notes, and research topics. Use 60 hours.
5. The training for the third year from August 20XX to July 20XX. The training content of this year is mainly: modern education technology, subject knowledge and so on. The main forms of training are self-study reflection, subject research, class research, and expert leadership. Use 60 hours.
6. The training for the fourth year from August 20XX to July 20XX. The training content of this year is mainly: subject research, essay writing, teaching evaluation and so on. The main forms of training are self-study reflection, reading notes, lecture evaluation, observation and communication, subject research, and research report. Use 60 hours.
7. The training for the fifth year from August 20XX to July 20XX. The main contents of this year's training are: experience exchange, study practice, curriculum reform experiments. The main forms of training are: special lectures, self-study reflections, backbone demonstrations, paired help, subject research, and lecture evaluation. Use 60 hours.
Six, do a good job summary
The training work for each school year is over, and the office will write a summary of the training work for the current year. Summarize the results, promote the experience, commend the advanced, find out the problems and propose suggestions for improvement in the future. The whole training is over and the general work summary is written.
VII. Management and assessment
1. From now on, the school will incorporate school-based training into the attendance management of teachers. For those who do not participate in the training without authorization, the leadership team will perform the attendance and calculate once in one semester. If the cumulative absence is more than 5 hours, the school does not recognize the current year. credit.
2. From now on, the school will include school-based training in the end of the year and year-end performance assessment, and is linked to promotion, evaluation and evaluation. If the school-based training is perfunctory, the training results are not good, the year-end performance assessment and evaluation, advanced evaluation, promotion and one-vote veto, training credits are not recognized.
3. After the annual training is completed, the leading group will conduct the appraisal and appraisal of the individual teachers. Those who pass the training will report to the district-level training institutions for review and appraisal, and then determine the corresponding credits.
4. Each teacher must formulate an annual plan and study plan for individual training at the beginning of each year. Each month, 2-3 reading notes must be recorded, each of which is no less than 300 words, and no less than 10 notes per subject.
5. Each teacher must fill in the research schedule of the subject according to the requirements of the school. Each period must submit a study summary and paper.
6. The grade leader, the teaching and research team leader, and the study group leader must collect the research results at any time and promote the results throughout the school.
7. If there is any result in the research of the subject, the school will give a 50% bonus according to the reward standard of the “Notice on the “Incentive Measures for Education Scientific Research Achievements in Zhaoyang District” of the No. 7 file of Zhao District.
8. Female teachers are 50 years old at the end of December of that year. Male teachers are 55 years old and only participate in training.
Eight, funding guarantee
The school will allocate 5,500 yuan of special school-based training funds each year in the “extrabudgetary funds” for training.
Teacher business training is an important way to improve teachers' professional quality, and it is also a prerequisite and guarantee for improving teaching quality. In order to meet the requirements of modern education development, to meet the needs of educational reform, to standardize the classroom teaching behavior of teachers, to promote the professional development of teachers, and to comprehensively improve the teaching and teaching standards of teachers, according to the unified deployment of the County Education Bureau, the school business training is the work of 20XX. The most important thing. To this end, our school has formulated the "Implementation Plan for the Training of the National Primary School Teachers in Qingyun Town Center" in light of the actual situation.
First, the guiding ideology
Based on the subject "Course Standards", with the professional growth of teachers as the link, to improve the teaching and teaching standards of teachers and the quality of education and teaching, to the whole staff, based on the post, pay attention to practice, through training and training, to promote learning, competition evaluation Combine, combine learning with students, improve teachers' teaching behavior, and promote teachers' professional development.
Second, the training principle
1. Leading principle
In order to make the training effective, it is necessary to give full play to the professional leading role of the center's small teaching and research staff and the small teaching director, and at the same time give full play to the professional leadership role of the academic leaders and backbone teachers.
2, the principle of full participation
Teacher business training is a long-term work and an important way to improve teachers' professional quality. In order to adapt to the requirements of modern education development and adapt to the needs of education reform, each teacher must learn frequently to continuously update the educational concept and consolidate the basic skills and basic elements of teaching. The new teaching model under the guidance of the new curriculum concept has put forward new requirements for each teacher, so it is necessary to fully understand the importance and necessity of full participation in training and active participation in training activities.
3. The principle of autonomy
The school is the main front for teachers' teaching activities. The classroom is the main carrier of teacher business training. In order to consolidate the teacher business training, the school must strengthen the intensity of independent training and carry out solid and effective teacher business training.
4. Innovative principles
Innovate the content, form, means and mechanism of teacher training, aiming at the actual situation of teachers and classroom teaching, giving full play to the independent innovation awareness of the school in training, and making the training activities full of vitality, which is the key to the long-term development of training.
5, the principle of effectiveness
According to the basic elements of the teacher's business training, combined with the teacher's teaching needs, combined with the problems existing in the teacher's teaching, starting from the teacher's professional development needs, the school-based training, "national training", so that training and teaching practice are closely integrated, Enhance effectiveness.
Third, training content and objectives
1. Training content
Teacher training
1 new course teaching concept training. The main content is the subject "Course Standards".
2 new course materials training. The specific content is the textbook interpretation and textbook processing training.
3 new curriculum classroom teaching skills training. The main contents are basic skills training such as introduction, questioning, teaching method use, teaching guidance, evaluation, and class completion.
4 teachers teach scientific research ability training. Mainly based on subject research and special research as a carrier, teachers are encouraged to participate actively, thereby improving teachers' ability in teaching and research, and thus improving the professionalism of teachers.
5 teacher basic skills training. Specifically, it can be trained in Mandarin; chalk, calligraphy and blackboard training; teaching stick figure training; teaching case design and writing, lesson preparation, class, class, class evaluation; courseware teaching and production training; educational technology ability training, etc. Solid basic skills.
6 Teacher's Teacher's Moral Training: Leading the teachers to learn the professional ethics of teachers and learning the morals and deeds of advanced teachers. Through training, the teachers form a good teacher's morality and establish a good image of teacher's morality.
Teaching training
Through training, we will continue to improve the business standards and management capabilities of the majority of teaching and learning, ensure that the majority of teachers do the school management, and improve the overall management level of the school.
New teacher training
According to the school's school-based training program, the new teacher is required to write a weekly teaching experience, a lesson plan, and a reflection on teaching. For the various lectures in the school-based training, remember to take notes and write a sense of listening. In order to adapt the new teachers to teaching as soon as possible, the school arranges relevant teachers to give them practical guidance, and asks the apprentices to conduct lectures with each other. At the same time, the new teachers should accept the lectures of the middle-level leaders and the teaching and research team leaders at any time. After class, the new teacher is required to take the initiative to give lectures and listen carefully to the opinions and suggestions of the lecture teachers.
Backbone teacher training
Participate in the training of key teachers held at all levels, and give full play to the role of key teachers.
Do a good job as a famous teacher, a leader of the discipline, a celebrity, and a subject group.
Do a good job in the exchange of curriculum reform, reflecting the new concept of education and teaching.
Key teachers at all levels must hand in the valuable experience materials in a timely manner.
Class guide training
1. Strengthen the system construction. In this academic year, we will focus on four aspects of the system construction: 1 sub-class guidance system, for the teachers of the department will arrange experienced class guides to match them, and let them get in the pass, help and belt of the old teachers. Cultivated exercise. 2 class guide work meeting system. 3 class guidance work comprehensive assessment system. 4 administrative linkage system.
2. Strengthen theoretical study. This school year will focus on learning these contents: 1 related moral education files. 2 related theoretical books. It is mainly the "Outline for the Implementation of Citizen's Moral Construction", "How to Develop Class Culture", and "The Cultivation of Students' Good Habits". 3 "Class Guide", "Young Pioneers Counselor" and other related magazines.
3. Guide professional development. The teaching office will collect and organize relevant specific cases concerning class management, class style construction, incident handling, etc., edit it, send it to each teacher, guide the learning of advanced practices, and explore scientific methods of educating people.
4. Strengthen research and research. While strengthening the study of class theory, we will also ask them to actively carry out the exploration and research of teaching and research practice, focusing on the task of "the relationship between campus culture construction and school moral education work", through theory and practice, summing up the law and creating characteristics. So as to better solve the problems encountered in class work. At the same time, the class guide work experience exchange meeting and paper evaluation will be held at the end of the period. The teaching and research will be the forerunner, and the scientific research will be taught to make the school's class work and moral education work full of vitality and richer in the times.
2, the goal
Through training, teachers will be transformed into educational concepts, master the basic skills of new curriculum design and classroom teaching, improve the teaching design and classroom teaching standards of new courses, improve the ability to implement new courses, improve teaching and research capabilities, and consolidate basic teaching skills.
Fourth, the training object
All faculty and staff.
V. Organizational leadership
Strengthen leadership and clarify responsibilities. The school set up a leading group to unify thinking, raise awareness, and ensure effective training activities.
Team leader: Gao Lianjun
Deputy leader: Li Shouwen Hu Zunyan
Member: Ji Weiwei, Ming Lin, Zhou Zhenzhen
The leading group is responsible for the formulation of the training plan, the organization and management of the process, the summary of the training, and is responsible for the attendance assessment, study notes, collection and archiving of the participating teachers, and is responsible for timely delivery of relevant materials to the competent authorities.
6. Management and assessment
1. In order to ensure the effective and long-term development of the teacher's business training, our school will conduct an inspection and research on the teacher's business training, and incorporate the results into the evaluation of the quality of education and teaching. The teacher business training work must not only focus on the process, but also on the results, ensure the effectiveness of the training, and truly achieve the goal of improving the professional quality of the teachers.
2. The school should strengthen the management of training work. Schools should strengthen the management of teacher business training, formulate short- and medium-term training programs and programs, and promote the effective and in-depth development of teachers' business training.
3. Teacher business training is a long-term work. In order to better promote the effective development of this work, our school will conduct a comprehensive evaluation and assessment of the training work every semester.
Part 2: National Small Teacher Training Implementation Plan
In order to implement the spirit of the “Implementation Opinions of the xx Provincial Department of Education on Implementing the Action Plan for Promoting the Professional Development of Chinese Small Teachers in xx Provinces to Carry out the Continuing Education of Small Teachers in China”, the needs of China’s basic education reform and development will be effectively improved. The teacher's classroom teaching ability and the professional development level of the teacher, combined with the current situation of the overall Chinese teacher team in the province, the implementation of this implementation.
I. Guiding ideology and implementation principles
Based on the improvement of the teaching and learning ability of Chinese small teachers, with the aim of improving the professional development level of Chinese small teachers, the activities of "educational thinking, professional knowledge, and teaching skills training" are used as carriers to organize teachers and organizations. Implement a new round of training for all Chinese small teachers with the main content of “teacher education, new knowledge, new technologies and new skills”. Through training, we will comprehensively promote education and teaching innovation, enhance the ability and standard of teachers to implement quality education, improve the overall quality and professionalism of Chinese small teachers, and promote the sustainable development of the Chinese small teachers.
- Serving teachers, leaning the countryside. Focusing on the professional growth of teachers, focusing on the professional development needs of teachers, focusing on improving teachers' comprehensive quality and teaching standards; using rural teachers as the basis of policies, taking into account the actual needs of rural teachers, taking into account the needs of urban and key teachers, scientifically setting Training objectives, adopt appropriate training models, and promote balanced development of all-trainer training.
- Focus on the classroom and train skills. Taking the teacher's classroom teaching as a breakthrough, we will focus on the various skills required for classroom teaching, and use the methods of combination of learning, training, evaluation, reform and examination to carry out training in different disciplines and apply what we have learned to improve the basic skills of teachers' classroom teaching.
——The focus shifts downwards and the inter-school linkage. Adhere to school-based training, focus on training and online training. Strengthen the management and practice research of school-based training, so that teachers' vocational schools become the base for teachers' professional development. Give play to the role of China's small teachers' professional development model schools, base schools and training institutions, and adopt the “typical approach – results promotion – evaluation promotion” approach and the theme of the project to strengthen cooperation and win-win between schools, and transform individual advantages into resources. Sharing and promoting the development of teacher training.
- Classification guidance, evaluation follow-up. Fully consider the different requirements of teachers in each scholastic, all levels and different age groups, and implement all staff training according to their respective characteristics. The guidance work should be classified according to the needs of the training work, timely feedback, and timely guidance. Through the establishment of the "Teacher Self-Management Professional Development Archives", the teacher's all-staff training is formatively evaluated. Through the process and final evaluation of the teacher's individual professional development goals, the training process is continuously regulated to ensure the effective completion of the training tasks for all employees.
Second, objects and goals
Object
The training target is full-time full-time teachers of all kinds of Chinese small schools with various qualifications of Chinese teachers, including all kinds of Chinese small, district and county teacher training, teaching and research institutions, special education institutions, and off-campus educational institutions. .
aims
The overall goal: through the training of all staff, the teachers gradually develop good moral behavior; basically have the curriculum and teaching theory; improve the classroom teaching skills and classroom teaching ability; steadily improve the ability of independent learning and research; level.
specific target:
1. The existing in-service Chinese teachers will complete no less than 240 hours of training by the end of 2019.
2. Through training, we will effectively improve the comprehensive quality, teaching ability and independent development level of Chinese small teachers. 100% of Chinese small teachers are qualified for education and teaching. Among them, 15% of teaching skills are excellent; the passing rate of teachers' teachers' morality is 100%.
3. Before December 31, 20XX, Chinese young teachers who are under 55 years old and women under 50 years old will participate in no less than 50
The educational technology ability training of the school hours has significantly improved the educational technology ability.
Third, the course content, training methods and assessment
Training course content and five-year hours, credits
Implementing design and painting according to the educational technology ability of Chinese small teachers
Note: All Chinese teachers in the cycle completed 240 hours of training; after the courses were trained and passed the examination and assessment, 1 credit for every 10 hours, totaling 24 credits.
Training method
School-based training is the main task, supplemented by centralized training. The training institutions and the Chinese small team jointly complete the training tasks of this cycle.
1. School-based training
School-based training includes: self-directed learning, peer support, professional leadership
Self-learning
Teachers plan to examine, analyze, and solve their own problems in teaching through the training methods of “self-study-practice-reflection-re-practice”, and integrate daily education and teaching with teacher education. Each teacher must develop a “personal development goal” that is consistent with the school's development goals and develop an individual learning plan based on the goals.
Peer support
The teachers form a mutual aid learning team with the teaching and research team as the unit. Under the guidance of the school, the teachers will fully utilize the talents of each participant, and we will use the dialogue to weave the learning community and conduct cooperative learning through mutual communication, negotiation and equal dialogue among teachers. Or participate in the teaching and research activities of other schools in an inter-school linkage to achieve the purpose of sharing resources, improving together, and developing together.
Professional leadership
The training institution specializes in part-time training teachers to establish a professional guidance team, provide professional guidance menus, take lectures, on-site training, on-site guidance, personalized question answering, provide online resources to support learning and other forms of professional guidance, and complete the corresponding training tasks with teachers.
2. Intensive training
Focus on training and positioning on problem guidance. It is necessary to adhere to the curriculum reform, close to the classroom, and close to the teacher. From the teachers, to the teachers, according to the needs of teaching, research teaching problems, carry out research on topics, set up special counseling, and effectively improve the pertinence and effectiveness of training. Training institutions that have the means to carry out distance education should conduct remote real-time topical counseling and interactive seminars through video and audio sharing through instant distance learning.
Assessment
Establish and improve the training and evaluation system, implement the training unit training, the immediate evaluation and the school-based training examination and the acceptance inspection system, and combine the process inspection and the results assessment, highlighting the ability assessment, the assessment points, the unified assessment and the school-based examination. get on. The unified assessment shall be carried out by the municipal continuing education business management department; the school-based examination shall be carried out by the county-level teacher training institutions under the guidance of the education administrative departments at all levels. The assessment implements a grading system, which is divided into four levels of excellent, good, qualified and basic qualifications, which are important indicators for teachers' business standards. The study and assessment of new skills is carried out in accordance with the "Zhong Province China Small Teachers Teaching Skills Training and Assessment Program".
Fourth, organizational management and safeguard measures
Strengthen organizational leadership
The Provincial Department of Education is in charge of the training of all the Chinese small teachers in the province. The Provincial China Small Preschool Teacher Training Center is responsible for the organization, guidance, management and evaluation of the Chinese small teacher training in the province. The teacher training management department of the education administrative department at all levels is in charge of managing the continuing education of teachers.
The city, county, township, and school should perfect the working institutions at all levels, optimize the network, meticulously organize, and guide the grades, with the "educational ideas, professional knowledge, and teaching skills training" as the carrier of the activity to ensure the quality of training. .
Adhere to the main responsible persons of education administration departments and teacher training colleges at all levels for the first responsible person training system for Chinese small teachers. Strengthen the first responsibility system of school-based training for central schools and Chinese primary school principals, take measures, establish mechanisms, implement the system, and ensure the effective development of school-based training.
Optimized business guidance
The Provincial China Small Preschool Teacher Training Center will formulate an annual full-time training program in each year to determine the learning objectives, learning content, main learning forms and assessment requirements for the annual training topics, guide each city to carry out annual special learning activities, and evaluate the training of all employees in each region. .
Teachers' training institutions at all levels should integrate the resources of higher education institutions, teacher training institutions, teaching and research departments, audio-visual departments and small Chinese teachers under the overall planning of the education administrative department, and establish a school-based training and guidance team to effectively implement school-based training.
It is necessary to actively carry out research on remote, centralized and school-based training, discover, research and solve practical problems in teacher training, and creatively carry out training for all teachers.
Improve training ability
Strengthen trainer training. The training system for trainers will continue to be implemented. The Provincial Department of Education will continue to implement provincial-level training for teaching and research personnel in various disciplines in China. All cities must do well-trained city-level training and group preparation for classes, and effectively improve the capabilities and standards of trainers.
Construction of a quality training course. According to the annual training topics, the Provincial Department of Education selects the curriculum resources and issues the catalogue of recommended resources. Each city chooses its own curriculum resources within the scope of the recommended curriculum resources, and chooses according to its own characteristics and needs. According to the needs of teachers' continuing education work, the Provincial Department of Education will organize efforts to actively develop teacher training curriculum resources that meet local characteristics and training needs.
Build an effective school-based guidance network. Each school-based training base should establish a school-based training instructor team with key teachers as the main force. Teachers' training institutions at all levels should establish a school-based guidance team with specialization and integration.
Continue to implement the continuing education certificate system
The administrative departments of education at all levels shall continue to implement and improve the system of continuing education assessment and performance registration for Chinese small teachers. The assessment results are one of the basis for the appointment and promotion of teachers. The Chinese Primary School Continuing Education Credits Registration uses the “Continuous Education Certificate for Chinese Primary Teachers in xx Province”, which is uniformly printed in the province. As the only valid certificate for teachers to complete various forms of continuing education tasks, the teachers are responsible for custody.
Teachers participate in the continuing education of Chinese small teachers organized by the education administrative department, and the examination is qualified. The incumbent school is responsible for the registration of credits, establishing the continuing education files of the teachers of the school, and storing the original materials such as the assessment certificate.
Part 3: National Small Teacher Training Implementation Plan
According to the spirit of the "Ministry of Education's Opinions on Strengthening the Training of Chinese Primary Teachers", the implementation of the "12th Five-Year Plan for the Construction of the Basic Education Teachers in Hailin City" and the "12th Five-Year Plan" of Hailin City The spirit of the “Implementation Opinions on the Training of Kindergarten Teachers” is specially formulated to implement the “Twelfth Five-Year” training program for our teachers.
I. Guiding ideology and work objectives
In accordance with the training direction of “Cultivating high-quality guides for the growth and development of students” proposed by the Municipal Education Commission, and the working philosophy of “Professional Development for Every Teacher”, our school teachers during the “Twelfth Five-Year Plan” period The training work will focus on the deepening of curriculum reform and quality education, focusing on demand, cultivating characteristics, optimizing quality, improving efficiency, and highlighting the “subjectivity”, “openness” and “effectiveness” of continuing education for teachers. Improve the professional quality and education of teachers, and provide the guarantee for team building for the reform and development of basic education in our school.
The main objectives of the “Twelfth Five-Year” teacher training work in our school are:
Agglomeration training resources.
With the teacher education resources of Hailin City, with the backbone of our school teachers and academic leaders as the main force, we will build a teacher training curriculum system that can adapt to and guide the professional development needs of all teachers in our school, and provide teachers with high-quality and efficient training resources.
Strengthen service management.
Further update the concept of continuing education for teachers, strengthen service and management, and improve training models. Exploring the ways in which teachers are self-disciplined, sustainable development, and new systems and approaches for city management. Form a management service system coordinated by the city and the school, form a master training pattern of teaching, research, teacher training, scientific research, and organic integration of moral education, deepen the construction of school-based training system and school-based training courses, and provide teachers with multi-faceted, selectable, high-quality Training opportunities to form a continuous education system that is both open, flexible, orderly and efficient.
Improve the training environment.
In order to explore the in-service staff's paid continuing education leave system and the backbone teacher academic leave system, the implementation of the new teacher apprenticeship system, the establishment of teachers' professional literacy and humanities training base, the construction of regional teacher training excellent curriculum system, and the implementation of teacher personalized learning mode. The main initiatives are to create a training environment that develops individuality, diverse channels, rich content and high quality.
Second, the course structure
According to the curriculum structure of the “Implementation Opinions of the City”, during the “Twelfth Five-Year Plan” period, the training courses for Chinese small and kindergarten teachers include three categories: teacher ethics and literacy, knowledge and skills, and practical experience.
Teacher's Morality and Literacy Course. It refers to the main content of improving teachers' morality and literacy awareness and ability, improving teachers' humanities quality and physical and mental health.
Knowledge and skills courses. It refers to courses that promote teachers to update educational concepts, subject ontology knowledge, and optimize educational teaching methods and behaviors to improve education management, innovation literacy, skills and technical skills.
Practical experience course.
It refers to a course based on education and teaching practice, with school-based training as the main method, aiming at promoting teachers' experience and acquiring practical knowledge in ethics, teaching and scientific research.
Third, training objects and credit requirements
All on-the-job teachers in our school have the right and obligation to participate in the “Twelfth Five-Year” teacher training. The methods and contents of teacher training are counted according to the time and credits. Teachers who retired before December 31, 2019 may exempt from municipal and district elective courses as they wish.
During the “Twelfth Five-Year Plan” period, each teacher participated in and completed no less than 360 hours of training, and completed 36 credits; teachers of high-level middle school titles and professionals of the College of Education must participate in no less than 540 hours of training. 54 credits. The credit calculation method is generally converted to 1 credit in 10 hours.
According to the provisions of the “Implementation Opinions of the Municipality”, in principle, according to the curriculum categories, the credits that each ordinary teacher should complete are: 12 credits for teacher ethics and literacy courses, 14 credits for knowledge and skills courses, and 10 credits for practical experience courses; The training channels are divided into 4-7 credits for city-level courses, 11-14 credits for district-level courses, and 18 credits for school-based training.
Credit requirements for some specific subjects
1. Class guide. Teachers who serve as class guides during the “Twelfth Five-Year Plan” period must participate in class training for no less than 30 hours of class, with a score of 3 points, which is included in the credits of the municipal level.
2. New teacher. The new Chinese kindergarten teachers during the “Twelfth Five-Year Plan” period must participate in the training of standardized training for new teachers during the first year. Count 12 credits. After the completion of the work, the staff still needs to participate in the full training. For new teachers entering the education system after September 2019, their credit requirements may be reduced by the number of years of entry.
3. Middle and high titles teachers. In addition to other teachers participating in various types of training, teachers with senior professional titles in the middle school can complete 18 other credits through various kinds of individualized trainings and various advanced training courses.
Fourth, training tasks and implementation requirements
Various types of teacher training tasks and management subjects
The specific methods and requirements for teachers of our school to participate in the training of all employees are mainly implemented in accordance with the “Implementation Opinions of the Municipality” and this program.
Our school's backbone teacher professional development team, including special teachers and academic leader studios, senior instructors, Yude team, innovation team, information team, etc., its training activities as a special way of our school's backbone training, into our school personalized The training scope is managed by the school teacher professional development guidance team management office, and the credit management is carried out by the teacher training department of the education college.
The training methods and requirements of our school cadres are mainly implemented in accordance with the “Twelfth Five-Year” Training Program for the Putuo District Education System. Full-time teachers and middle-level cadres of schools should participate in the compulsory courses in the training of all teachers as required.
School-based training, especially practical experience courses, is an important way for in-service teachers to improve their practice. In addition to those who are out of the post, they should be fully involved. The cadres and backbone teachers of each school are the main force for the school to carry out practical experience courses. Schools should give full play to the role of the school-based training leader, and not let it be separated from school-based training. The planning, implementation and management of such courses are mainly the responsibility of the schools.
Main tasks and credit structure of all staff training
According to the specific situation and development needs of the teachers in our school, the training of all staff strives to reflect the combination of selectivity and guidance, and the combination of order and order, reflecting the stratification, classification, separation and multi-channel training at the regional level. Resources, the principle of teachers' individual autonomy and self-discipline.
Three-level training task
According to the "Implementation Opinions of the City", the learning tasks and credit structure of the whole teacher training are divided into three levels: city level, district level and school level, as shown in the table below.
Credit requirements main content selection method
City level 4-7 points teacher and literacy class 1-2 points
Knowledge and Skills Class 3-5 Teacher Training and Sharing Course Management Platform
District level 11-14 teacher and literacy class 2-3 points
Knowledge and Skills 9-11 Division Teacher Training Registration Platform
School level 18 points teacher class 6 points literacy class 2 points
Practice experience class 10 school organization
2. City-level training course selection
The elective course refers to the course that the teacher chooses independently through the district training registration platform. Teachers should select courses according to the needs of self-development, and at the same time pay attention to the proportion of credits between teachers' morality and literacy and knowledge and skills as stipulated in the Municipal Implementation Opinions.
Personalized training is a self-help training channel for teachers with special needs or professional research directions. The training methods are various in form, and the specific operation methods are determined separately. Personalized training is based on the self-improvement of teachers' own standards and development. Each teacher has the right to choose individualized training.
3. School-based training
School-based training is a teacher training planned and implemented by the school. The principal is the first person in charge. School-based training should focus on strengthening the construction of professional teams with teaching and research groups as the main organizational form, with the aim of improving teachers' professional identity and educational and teaching practice, with "practice-reflection-re-practice" as the main learning method, with developmental evaluation and other means. To motivate teachers to consciously pursue professional development. Teachers are encouraged to actively explore various methods such as observation records, diagnosis improvement, topic discussion, project research, and results presentation to cultivate teachers' research habits and enhance teachers' practical ability.
School-based training is divided into the course of learning and practical experience in the curriculum of teacher's morality and literacy. See the table below:
Credits require course source organization method
Teacher's Morality and Literacy Course Teacher's Class 6 points
The literacy class 2 provides various lectures and courses around the teacher's morality and humanities literacy; the school organizes various training activities. The school organizes and implements it and submits it to the teacher training department of the Education College for approval.
Practical Experience Course 10 points The school's self-designed curriculum-based training aimed at improving teachers' practical ability, focusing on improving the professional identity and educational practice ability of teachers through the practice, research and experience of the teacher team. The school organizes and implements, and the proportion of lectures generally does not exceed 10%. The program and results are reported to the teacher training department of the Education College for the record, and the school teacher training officer is assigned.
The design and implementation of the practical experience curriculum will continue the practice of teachers' practical courses during the “Twelfth Five-Year Plan” period. All schools should continue to explore scientific and rational models in terms of improving teacher participation and curriculum effectiveness, ensuring full staff, ensuring time and upgrading courses. Leadership, improve the quality of the course, and continuously summarize the experience and deepen the progress. The professional department of the School of Education should strengthen the process guidance for school-based training and improve the management system of the school on the basis of the “Guiding Opinions on School-based Training and Management”.
V. Key work items
Optimize the training environment and explore a teacher development-based training mechanism
During the “Twelfth Five-Year Plan” period, our district will continue to explore a teacher-development-based training mechanism, focus on solving the passive learning situation of teachers under the impetus of administration, and create a training environment for learning, learning, self-learning, and effective learning. Form a multi-channel, open training system.
1. Explore the teacher's continuing education system.
2. Implement a personalized training system.
3. Implement a secondary management system for teacher training funds.
Strengthen the construction of trainers
Establish a team of teacher trainers with excellent quality, reasonable structure, and combination.
Through the curriculum development review and the feedback evaluation of the training effect, the trainers are evaluated and evaluated, and the dynamic management of the survival of the fittest is implemented. Trainers at the regional level and school-based training for school-based training should receive corresponding labor compensation or performance rewards. Enrich training resources and build a series of excellent courses
1. Strengthen resource management and form a series of quality courses.
2. Establish a special training base.
Strengthen the construction of the team of teachers and trainers, and deepen the school-based training
Continue to adhere to the successful practices and experiences of school-based training in the “Twelfth Five-Year Plan” period, taking practice as the stage, based on curriculum design, taking the construction of teacher training team as a breakthrough, and taking developmental evaluation as the guide to promote school-based training and teaching. The combination of practice, teaching and research activities, theoretical study, and research on topics, perfecting the system, focusing on participation, and pursuing practical results will make our school-based training deeper and more successful. During the "Twelfth Five-Year Plan" period, it is necessary to give full play to the role of the special training staff of the teacher training in the school teacher training work, especially the school-based training, to clarify responsibilities, enhance the ability, and promote the deepening of school-based training.
Part 4: National Small Teacher Training Implementation Plan
First, the guiding ideology:
Taking the scientific concept of development as a guide, combined with the requirements of the new round of basic education curriculum reform and the reality of education and teaching in our school, based on comprehensively improving the quality of education and teaching, actively creating conditions, and striving to build a lifelong learning structure for our teachers, creating a The structure is reasonable, the quality is excellent, the dedication, the innovation, the teachers who can adapt to the requirements of the new era, the overall improvement of the faculty level of our school, and create an excellent group of teachers.
Second, the overall goal:
1. Improve ideological and political literacy, professional ethics, educate according to law, and launch a group of ethics and moralists who are dedicated to life and eliminate illegal education.
2. With the implementation of the new curriculum standards as an entry point, all teachers will be further transformed into educational ideas, educational concepts, teaching methods and teaching methods to accelerate knowledge renewal and expansion.
3. Strengthen the development of teaching and research activities, improve the ability of education, teaching and research, and enhance the sense of innovation and self-development.
4. Establish a sound and effective mechanism, implement the “Blue Project”, strengthen the training of young teachers, and promote young teachers to become “young backbone teachers” as soon as possible.
5. Transform classroom teaching with education and scientific research, and guide teachers to transform into academic and scientific research.
Third, the specific objectives and tasks:
Teacher training:
Objective: Through training, improve the ideological and political quality of all teachers, professional ethics, run schools according to law, educate according to law, and launch a group of teachers and ethics who respect the profession and eliminate the illegal educational behavior. Promote the transformation of all teachers' educational theories, educational methods, and teaching methods.
Content: Political thought and teacher education.
Ways: lectures, seminars, etc., combined with self-study, focusing on practical activities.
Timing: Every teaching time.
New curriculum standard training:
Objective: To further understand the guiding ideology of the curriculum reform, the reform goals, and the concepts embodied in the new curriculum standards, to help teachers understand the breakthrough points of curriculum reform in various disciplines and the suggestions for teaching, so that teachers can use this as a basis to fully On the basis of analysis and research, the theory is applied to practice and the corresponding teaching and evaluation strategies are formulated.
Content: Interpretation of new curriculum standards and new curriculum standards in various disciplines, provincial and municipal new curriculum training materials.
Form of activity: a combination of unitized learning and self-study.
Time: Weekly business study, time of each teaching and research group, and spare time.
Teacher information training:
Objective: Require teachers to realize the "four sessions": they will handle word processing, and will create simple courseware, which will be accessed online, downloaded, and will receive and send e-mails. At the same time, teachers can use information technology and network resources in classroom teaching.
Ways: 1. Regularly carry out teacher computer knowledge and practical operation training.
2. Take a combination of regular practice and assessment methods.
Teacher reading activities:
Objective: Require teachers under 40 years of age to read two books a month; teachers over 40 years of age read a book every month.
Content: Excellent subject books.
Means: The combination of teachers' self-study and collective organization, and organizes reading salons, reading essays, and “books moving around” activities to mobilize teachers' enthusiasm for reading.
Teaching and research and research activities:
Objective: Through the development of teaching and research activities, the academic leaders of all teachers, education and teaching experts should account for 10%-15% of the total number of teachers, the backbone teachers should account for 60% of the total number of teachers, and the young and middle-aged teachers participate in the research of 50. %, young and middle-aged teachers should be proficient in and use multimedia network technology to assist teaching.
Contents: 1. Each semester concentrates on the collective learning of the "Course Standards", "Teaching Practices" and related articles on education and teaching theories.
2. Continue to strengthen the teaching and research activities inside and outside the school, and insist on the teaching activities that teachers should go out and ask teachers to come in.
3. Carry out the activity of “Everyone has a good class” and organize a school-wide teaching evaluation activity.
4. Organize a teaching open day event every semester. At each activity, parents and teachers participate in lectures and evaluations, discuss teaching methods and learning methods, and constantly enrich their understanding and improve the level of education and teaching.
Part V: National Small Teacher Training Implementation Plan
In order to improve the comprehensive quality of teachers and thus improve the quality of school education and teaching, according to the spirit of the archives of "Zhao District Jiaozi [20XX] No. 130", combined with the actual situation of the school, this program was formulated.
First, the meaning
School-based training is planned to deepen teacher training reform, strengthen teachers' lifelong learning awareness, improve the level of teachers' implementation of quality education, and promote the reform and development of education and teaching.
Second, goals and tasks
1. Objective: To strengthen teachers' lifelong learning consciousness, cultivate good habits of conscious learning, advocate learning methods of “learning, practice and research”, promote the organic combination of new ideas, new skills, new methods and education and teaching practices, and give full play to the backbone of the school. The role of teachers, strengthen the integration of training resources, complement each other and improve together.
2. Task: At least one subject training per academic year. Each teacher participates in at least one subject-based training per academic year, and the total time of study is no less than 50 hours. School-based training is included in the year-end comprehensive assessment of each teacher, and is linked to the performance assessment.
Third, organize the leading institutions
Establish a school-based training leadership group
Team leader: Yang Yunwu
Deputy leader: Wang Shunyou, Zhang Xiangyou
Team members: Deng Fuzhong, Wang Zhenming, Zhou Zhengping, Xu Zhifang, Liu Yumei
The office under the leadership team:
The director of the office is concurrently appointed by Wang Shunyou, and the deputy director is concurrently appointed by Wang Zhenming and is responsible for liaison and material filing.
Members: Li Yun, Chen Ying, Liu Ronghua, Xu Jiapeng, Zhou Yingmei
Fourth, form and content
The school-based training forms are mainly: course learning, special lectures, self-study, self-study, research, backbone demonstration, pairing assistance, expert-led, observation, class analysis, class research Style, reading notes, mutual evaluation and exchange, lecture evaluation, research report, etc.
The contents of this school-based training include: political theory, teacher morality, education theory, teaching methods, subject knowledge, education and teaching skills, modern educational technology, essay writing, experience exchange, teaching evaluation, study practice, curriculum reform experiment, calligraphy Wait.
Fifth, the time schedule
This school-based training program began in September 20XX and ended in July 20XX for a total of five years.
1. In September 20XX, the medium-term plan and annual plan for school-based training will be formulated and reported to the district-level training institutions, and the medium-term plan will be determined for five years. At the same time, publicity and mobilization, registration, registration of teachers and teaching materials, implementation of funds, division of training units, etc.
2. In June, the next year's school-based training approval plan will be submitted to the Office of the School-based Training Leading Group of the Education Bureau for approval.
3. The first year of training from September 20XX to July 20XX. This year's training content is mainly: political theory, the new "Compulsory Education Law", teacher's morality, modern education theory, calligraphy and so on. The main forms of training are: self-study - reflection, principal lectures, expert guidance, reading notes, group research, etc. Use 60 hours.
4. The training for the second year from August 20XX to July 20XX. The training content of this year is mainly: education and teaching skills, calligraphy and so on. The main forms of training are: expert tutoring, observation and communication, self-learning reflection, reading notes, and research topics. Use 60 hours.
5. The training for the third year from August 20XX to July 20XX. The training content of this year is mainly: modern education technology, subject knowledge and so on. The main forms of training are self-study reflection, subject research, class research, and expert leadership. Use 60 hours.
6. The training for the fourth year from August 20XX to July 20XX. The training content of this year is mainly: subject research, essay writing, teaching evaluation and so on. The main forms of training are self-study reflection, reading notes, lecture evaluation, observation and communication, subject research, and research report. Use 60 hours.
7. The training for the fifth year from August 20XX to July 20XX. The main contents of this year's training are: experience exchange, study practice, curriculum reform experiments. The main forms of training are: special lectures, self-study reflections, backbone demonstrations, paired help, subject research, and lecture evaluation. Use 60 hours.
Six, do a good job summary
The training work for each school year is over, and the office will write a summary of the training work for the current year. Summarize the results, promote the experience, commend the advanced, find out the problems and propose suggestions for improvement in the future. The whole training is over and the general work summary is written.
VII. Management and assessment
1. From now on, the school will incorporate school-based training into the attendance management of teachers. For those who do not participate in the training without authorization, the leadership team will perform the attendance and calculate once in one semester. If the cumulative absence is more than 5 hours, the school does not recognize the current year. credit.
2. From now on, the school will include school-based training in the end of the year and year-end performance assessment, and is linked to promotion, evaluation and evaluation. If the school-based training is perfunctory, the training results are not good, the year-end performance assessment and evaluation, advanced evaluation, promotion and one-vote veto, training credits are not recognized.
3. After the annual training is completed, the leading group will conduct the appraisal and appraisal of the individual teachers. Those who pass the training will report to the district-level training institutions for review and appraisal, and then determine the corresponding credits.
4. Each teacher must formulate an annual plan and study plan for individual training at the beginning of each year. Each month, 2-3 reading notes must be recorded, each of which is no less than 300 words, and no less than 10 notes per subject.
5. Each teacher must fill in the research schedule of the subject according to the requirements of the school. Each period must submit a study summary and paper.
6. The grade leader, the teaching and research team leader, and the study group leader must collect the research results at any time and promote the results throughout the school.
7. If there is any result in the research of the subject, the school will give a 50% bonus according to the reward standard of the “Notice on the “Incentive Measures for Education Scientific Research Achievements in Zhaoyang District” of the No. 7 file of Zhao District.
8. Female teachers are 50 years old at the end of December of that year. Male teachers are 55 years old and only participate in training.
Eight, funding guarantee
The school will allocate 5,500 yuan of special school-based training funds each year in the “extrabudgetary funds” for training.
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