Development ideas put forward by teachers as a whole (research report)
I. The development of education in the foreword area has entered an unprecedented stage of prosperity. The district committee and district government have proposed the construction of “first-class education system, first-class teaching staff, first-class education environment, first-class education quality” and the construction of a large-scale economic and social development. The education system is the core goal of the establishment of a modern education center. Under the first-class education system, the key factor for improving the quality of education is the improvement of the teaching standards. This concept is based on the current development of the district. The development ideas put forward by the district teachers as a whole.
Second, the status quo and analysis of the status quo of teachers: comprehensive quality must be improved.
1. The construction of the Chinese small teachers in the district has completed the qualified training of the academics as early as the end of the "Eighth Five-Year Plan". By the end of 2001, there were 4,255 in-service teachers, 3,494 full-time teachers, 1,454 middle schools, and 2040 small national schools, including middle schools. The number of teachers with a university degree or above is 1,385, and the number of junior college teachers with a junior college degree or above is 1,649, far exceeding the academic requirements of the State Education Commission for the appointment of small Chinese teachers. However, the academic qualifications cannot be equal to the ability. In particular, the number of teachers in our district who have less than five years of teaching experience accounts for more than 70%. The lack of practical work experience is more prominent. In terms of job training for teachers, especially for posts, Further education is still a long way to go.
2. According to incomplete statistics, most of the current principals in our district are trained after the first post, and they lack the management skills necessary for leaders such as management, administration, and public relations. Therefore, they have long been in the experience of “crossing the river by feeling the stones”. In the state of groping, the training school must not only take up the task of teacher training, but also take up the task of training, and train a group of expert principals with new ideas and management. The principal is the decisive factor in the development of education. It is not enough to guide the education of our district to the whole country and to the world.
3. Our district has opened up the road of talents and introduced a large number of talents from outside the province. However, due to the environment and mindset, the talents introduced by the mainland have more traces of “test-oriented education”, and education ideas and concepts have a certain lag. Therefore, the introduction and recruitment of key teachers has a certain short-term effect, but it cannot fully reflect the inherent cultural and regional characteristics of the district. Our district must be based on the local and cultivate a group of distinctive "stars".
4. Teaching and research is the lifeline of every school development, but teachers in our district do not have the ability of first-line researchers, can not use theory to guide practice, and from practice to theory is less and less, strengthen teachers' research ability, especially theory. Combining the ability of practice is the lifeblood of the development of teaching and research. The cultivation of teaching and research ability is not a one-off event. It must be carried out through the spiral of practice-theory-re-practice, and it will continue to improve in the practice and theory. This requires the school to make great efforts to make a difference in this regard.
The status quo of teachers' training in schools: personnel and structure must be adjusted.
The teacher training school was originally the main institution of supplementary education, and played a certain role in the improvement of the academic qualifications of the national and kindergarten teachers. But to this day, teachers are not able to understand the internal structure of the school, the structure is not clear, the responsibilities are not clear, the personnel are not in place, the existing personnel can not bear the due teaching tasks, causing the grassroots units to pay less attention to and dislike the training schools. The staffing and faculty levels of the advanced schools are not sufficient to meet the needs of the rapid development of educational reforms and must be transformed. Therefore, the training school is not only a continuing education institution prescribed by the administrative department, but also an indispensable and most important educational place for teachers to improve their comprehensive quality.
The status quo of teacher education in China: the combination of theory and practice is the way out.
1. Judging from the actual education in our district, it is still too early for a large number of schools to propose school-based training. In recent years, our district has introduced a large number of college graduates. However, due to the narrow division of education disciplines in China and the emphasis on the inherent narrowness of theoretical research, the knowledge of graduates is relatively simple, lacking historical, grand and comprehensive educational views. It will lead to the formalization of the implementation of vegetarian education and the surface of educational achievements. Moreover, the teachers in the school are not balanced, and the teachers who can take the lead in teaching and research are lacking in the whole district. Moreover, in one school, the so-called “school-based training” mostly relies on external experts, and sometimes several schools also carry out The same subject, repeatedly asked the same expert, resulting in repeated consumption of personnel and funds, which means a waste of educational resources in our district.
2. At present, the various types of training held by various universities are still full of “filling ducks”, including the current lack of international recognition of domestic MBAs, which is the lack of practice. The training schools must carry out a series of curriculum reforms, especially the transformation of teaching methods. As the most valuable bridge between schools and teaching and research institutions, it is the fundamental way to reform the school.
III. Target Orientation The overall goal: to fully implement the continuing education of teachers, to meet the needs of the vast majority of teachers in our district for continuing education, to become the reserve base for talent selection in our district---the "Qingxing" project, and to improve the training of "District". To create a group of educators for education, rather than “teachers”, to lay a solid foundation for our district to become a strong education area and education demonstration area.
In short, there is one direction and six turns.
One aspect: that is, the education of all the educators facing the whole district needs six changes: one is to change from academic education to the improvement of teachers' overall quality; the other is to transform teachers from experience type to research-type new type teachers; From generalization education to district-based training, when the time is ripe, it can be transformed into a layered training combining district and school-based training; the fourth is to transform from “first post-job training” to “first training and post-employment” and “improvement on the sidelines” "Five changes from administrative compulsory training to a reasonable training program for teachers to develop a growth ladder program, change "I want to learn" to "I want to learn"; sixth, from a single teacher training to a teacher, administrative development direction Training.
Specific objectives: to achieve school management, team building, training quality, hardware facilities to create first-class in the province.
School management objectives: adhere to the principle of “conversion mechanism, optimize structure, enhance vitality, and improve efficiency”, establish a modern management operation mechanism, cultivate expert management cadres, and form a highly efficient and distinctive school management style. Build a team of teachers with high academic qualifications, good quality and strong ability.
Training quality objectives: Effectively carry out the continuing education work of all teachers, the compliance rate reached 100%, the excellent rate reached 80%, and the satisfaction rate reached 90%. By 2005, the training of 200 “Stars” was completed, and all middle-level and above cadres of all schools were trained to increase their training.
Hardware construction goal: To build a teacher training center with first-class equipment and complete facilities to meet the educational development of our district.
Fourth, the main measures are in line with the curriculum requirements of teachers, which is half of the success of the reform of the school.
We will build a new type of teacher training course, and learn about the training needs of teachers at different levels through questionnaires, interviews, field trips, etc., and set up classes as needed. Focus on the level and operability of the curriculum, pay attention to case teaching and practical teaching, focus on the research of experts and teachers, open self-selected courses and compulsory courses, and choose the course mode based on self-selected courses, and the number of continuing education hours per year. Transformed into a credit system to encourage teachers to develop and self-fulfill themselves.
Clearly study the school structure and make personnel adjustments.
Adjust the internal structure of the training school. The school has three departments: the theoretical department, the practice department and the logistics department. The theoretical department is responsible for formulating the curriculum and establishing long-term partnership with relevant institutions and research institutes; the practice department is responsible for educational practice, and Established a joint relationship with the teaching and research section and grassroots schools; the logistics department is responsible for a series of logistics work such as finance, classrooms, and teaching materials.
Encourage teachers to continuously improve themselves by using appropriate incentives.
Teachers' training is linked to annual assessment and professional title evaluation. Teachers who have obtained corresponding credits and who have excellent grades can receive rewards for out-of-town training and on-the-job education.
Hardware construction is an essential objective condition.
It is equipped with a lecture hall for 200 people, an internet classroom for 100 people, a discussion room and a lecture room, and 2 multimedia classrooms. Established a remote continuing education network base for teachers connected to the distance education network of the famous domestic teacher university.
Funding is the guarantee for completing the continuing education of teachers.
According to the provisions of Article No. 53 of the Guangdong Provincial People's Government in 1999, "Regulations on the Continuing Education of Chinese Primary Teachers in Guangdong Province", the people's governments at all levels shall ensure that the investment of continuing education funds for Chinese small teachers is based on government financial allocations. Multi-channel financing is supplemented by a solution. The specific funding sources include: from the education business fee, not less than 2% of the total wages of Chinese small teachers and not less than 5% of the education surcharge; from the local education funds and school work-study income proportion. Schools, institutions, social organizations and individuals run schools, the cost of continuing education for teachers is the responsibility of the school administrator.
Five difficulties and solutions are difficult to break through: 1. The "needs" of "teaching on demand and teaching on demand" is difficult to grasp. Because of the limitations of their own understanding, what they think of "needs" may be different from the "needs" that the higher authorities think.
2. Selection and hiring of instructors and instructors. On the one hand, most of the education experts are engaged in theoretical research or a small amount of practical guidance, and there is a serious lack of practical experience, and the teaching is still based on lectures; on the other hand, the professional training of teachers is more and more scattered. There are not many experts who meet our requirements.
3. The classroom is inadequately equipped and functional.
Solution: The staffing of the training school must be a person who has considerable theoretical foundation and educational practice experience, is good at communicating with others, has certain planning ability, can reach the interaction between teachers and students, and can solve the difficulties 1, 2 . Difficulties 3 need to be solved by the bureau.
Second, the status quo and analysis of the status quo of teachers: comprehensive quality must be improved.
1. The construction of the Chinese small teachers in the district has completed the qualified training of the academics as early as the end of the "Eighth Five-Year Plan". By the end of 2001, there were 4,255 in-service teachers, 3,494 full-time teachers, 1,454 middle schools, and 2040 small national schools, including middle schools. The number of teachers with a university degree or above is 1,385, and the number of junior college teachers with a junior college degree or above is 1,649, far exceeding the academic requirements of the State Education Commission for the appointment of small Chinese teachers. However, the academic qualifications cannot be equal to the ability. In particular, the number of teachers in our district who have less than five years of teaching experience accounts for more than 70%. The lack of practical work experience is more prominent. In terms of job training for teachers, especially for posts, Further education is still a long way to go.
2. According to incomplete statistics, most of the current principals in our district are trained after the first post, and they lack the management skills necessary for leaders such as management, administration, and public relations. Therefore, they have long been in the experience of “crossing the river by feeling the stones”. In the state of groping, the training school must not only take up the task of teacher training, but also take up the task of training, and train a group of expert principals with new ideas and management. The principal is the decisive factor in the development of education. It is not enough to guide the education of our district to the whole country and to the world.
3. Our district has opened up the road of talents and introduced a large number of talents from outside the province. However, due to the environment and mindset, the talents introduced by the mainland have more traces of “test-oriented education”, and education ideas and concepts have a certain lag. Therefore, the introduction and recruitment of key teachers has a certain short-term effect, but it cannot fully reflect the inherent cultural and regional characteristics of the district. Our district must be based on the local and cultivate a group of distinctive "stars".
4. Teaching and research is the lifeline of every school development, but teachers in our district do not have the ability of first-line researchers, can not use theory to guide practice, and from practice to theory is less and less, strengthen teachers' research ability, especially theory. Combining the ability of practice is the lifeblood of the development of teaching and research. The cultivation of teaching and research ability is not a one-off event. It must be carried out through the spiral of practice-theory-re-practice, and it will continue to improve in the practice and theory. This requires the school to make great efforts to make a difference in this regard.
The status quo of teachers' training in schools: personnel and structure must be adjusted.
The teacher training school was originally the main institution of supplementary education, and played a certain role in the improvement of the academic qualifications of the national and kindergarten teachers. But to this day, teachers are not able to understand the internal structure of the school, the structure is not clear, the responsibilities are not clear, the personnel are not in place, the existing personnel can not bear the due teaching tasks, causing the grassroots units to pay less attention to and dislike the training schools. The staffing and faculty levels of the advanced schools are not sufficient to meet the needs of the rapid development of educational reforms and must be transformed. Therefore, the training school is not only a continuing education institution prescribed by the administrative department, but also an indispensable and most important educational place for teachers to improve their comprehensive quality.
The status quo of teacher education in China: the combination of theory and practice is the way out.
1. Judging from the actual education in our district, it is still too early for a large number of schools to propose school-based training. In recent years, our district has introduced a large number of college graduates. However, due to the narrow division of education disciplines in China and the emphasis on the inherent narrowness of theoretical research, the knowledge of graduates is relatively simple, lacking historical, grand and comprehensive educational views. It will lead to the formalization of the implementation of vegetarian education and the surface of educational achievements. Moreover, the teachers in the school are not balanced, and the teachers who can take the lead in teaching and research are lacking in the whole district. Moreover, in one school, the so-called “school-based training” mostly relies on external experts, and sometimes several schools also carry out The same subject, repeatedly asked the same expert, resulting in repeated consumption of personnel and funds, which means a waste of educational resources in our district.
2. At present, the various types of training held by various universities are still full of “filling ducks”, including the current lack of international recognition of domestic MBAs, which is the lack of practice. The training schools must carry out a series of curriculum reforms, especially the transformation of teaching methods. As the most valuable bridge between schools and teaching and research institutions, it is the fundamental way to reform the school.
III. Target Orientation The overall goal: to fully implement the continuing education of teachers, to meet the needs of the vast majority of teachers in our district for continuing education, to become the reserve base for talent selection in our district---the "Qingxing" project, and to improve the training of "District". To create a group of educators for education, rather than “teachers”, to lay a solid foundation for our district to become a strong education area and education demonstration area.
In short, there is one direction and six turns.
One aspect: that is, the education of all the educators facing the whole district needs six changes: one is to change from academic education to the improvement of teachers' overall quality; the other is to transform teachers from experience type to research-type new type teachers; From generalization education to district-based training, when the time is ripe, it can be transformed into a layered training combining district and school-based training; the fourth is to transform from “first post-job training” to “first training and post-employment” and “improvement on the sidelines” "Five changes from administrative compulsory training to a reasonable training program for teachers to develop a growth ladder program, change "I want to learn" to "I want to learn"; sixth, from a single teacher training to a teacher, administrative development direction Training.
Specific objectives: to achieve school management, team building, training quality, hardware facilities to create first-class in the province.
School management objectives: adhere to the principle of “conversion mechanism, optimize structure, enhance vitality, and improve efficiency”, establish a modern management operation mechanism, cultivate expert management cadres, and form a highly efficient and distinctive school management style. Build a team of teachers with high academic qualifications, good quality and strong ability.
Training quality objectives: Effectively carry out the continuing education work of all teachers, the compliance rate reached 100%, the excellent rate reached 80%, and the satisfaction rate reached 90%. By 2005, the training of 200 “Stars” was completed, and all middle-level and above cadres of all schools were trained to increase their training.
Hardware construction goal: To build a teacher training center with first-class equipment and complete facilities to meet the educational development of our district.
Fourth, the main measures are in line with the curriculum requirements of teachers, which is half of the success of the reform of the school.
We will build a new type of teacher training course, and learn about the training needs of teachers at different levels through questionnaires, interviews, field trips, etc., and set up classes as needed. Focus on the level and operability of the curriculum, pay attention to case teaching and practical teaching, focus on the research of experts and teachers, open self-selected courses and compulsory courses, and choose the course mode based on self-selected courses, and the number of continuing education hours per year. Transformed into a credit system to encourage teachers to develop and self-fulfill themselves.
Clearly study the school structure and make personnel adjustments.
Adjust the internal structure of the training school. The school has three departments: the theoretical department, the practice department and the logistics department. The theoretical department is responsible for formulating the curriculum and establishing long-term partnership with relevant institutions and research institutes; the practice department is responsible for educational practice, and Established a joint relationship with the teaching and research section and grassroots schools; the logistics department is responsible for a series of logistics work such as finance, classrooms, and teaching materials.
Encourage teachers to continuously improve themselves by using appropriate incentives.
Teachers' training is linked to annual assessment and professional title evaluation. Teachers who have obtained corresponding credits and who have excellent grades can receive rewards for out-of-town training and on-the-job education.
Hardware construction is an essential objective condition.
It is equipped with a lecture hall for 200 people, an internet classroom for 100 people, a discussion room and a lecture room, and 2 multimedia classrooms. Established a remote continuing education network base for teachers connected to the distance education network of the famous domestic teacher university.
Funding is the guarantee for completing the continuing education of teachers.
According to the provisions of Article No. 53 of the Guangdong Provincial People's Government in 1999, "Regulations on the Continuing Education of Chinese Primary Teachers in Guangdong Province", the people's governments at all levels shall ensure that the investment of continuing education funds for Chinese small teachers is based on government financial allocations. Multi-channel financing is supplemented by a solution. The specific funding sources include: from the education business fee, not less than 2% of the total wages of Chinese small teachers and not less than 5% of the education surcharge; from the local education funds and school work-study income proportion. Schools, institutions, social organizations and individuals run schools, the cost of continuing education for teachers is the responsibility of the school administrator.
Five difficulties and solutions are difficult to break through: 1. The "needs" of "teaching on demand and teaching on demand" is difficult to grasp. Because of the limitations of their own understanding, what they think of "needs" may be different from the "needs" that the higher authorities think.
2. Selection and hiring of instructors and instructors. On the one hand, most of the education experts are engaged in theoretical research or a small amount of practical guidance, and there is a serious lack of practical experience, and the teaching is still based on lectures; on the other hand, the professional training of teachers is more and more scattered. There are not many experts who meet our requirements.
3. The classroom is inadequately equipped and functional.
Solution: The staffing of the training school must be a person who has considerable theoretical foundation and educational practice experience, is good at communicating with others, has certain planning ability, can reach the interaction between teachers and students, and can solve the difficulties 1, 2 . Difficulties 3 need to be solved by the bureau.
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