Wangcheng No. 1 Middle School Training Work Self-examination Report

Wangcheng No. 1 Middle School Training Work Self-examination Report


The hope of revitalizing the nation is in education, and the hope of revitalizing education is in the teachers. At the beginning of the new century, the reform and development of education put forward new and higher requirements for teachers. Only by continuously enriching and improving their political thoughts and business traits can teachers adapt to the requirements of the new development of education and keep up with the pace of the times. Keep up with the times and create brilliance together. In order to cultivate a group of teachers who are suitable for the development of the times, and to build a team of teachers with high morality and excellent business, our No.1 Middle School of Wangcheng County actively implements the archives spirit of continuing education for teachers of the state, the province and the city, and conscientiously implements the school-based continuing education of teachers. The notice of training work adheres to the idea of ​​“regular standing school, scientific research and schooling”, taking teachers' moral education as the foundation, taking school-based training materials as the carrier, taking the new curriculum reform training as the center, taking modern education theory, education and research, teacher profession Focusing on the application of basic skills and modern educational technology and high-education training, the school-based training model of “the subject is the carrier, the combination of teaching, repair and research” has improved the teaching and teaching concept of our school and the knowledge structure has been continuously improved. The comprehensive quality of teachers is further improved. The self-inspection report of the school-based training work of our school is as follows:
I. Strengthening the guarantee mechanism of school-based training. 1) Leaders attach importance to the school. The principal is the school-based training leader, the secretary and vice-president are the deputy heads, and the main leaders of the office, the teaching department, the student department, the teaching department, and the supervision room are members. Specialized training institutions, specifically the teaching department is responsible for the school-based training and assessment of the relevant teachers, the responsibility is in place, the division of labor is clear. Every year, the principals must personally formulate school-based training programs and regularly study school-based training. School-based training has been included in the principal's term of office, thus ensuring that school-based training is implemented.
b) Funding for the school's school-based training, teachers' travel expenses, training fees, overtime fees, teaching materials, expert lecture fees, etc. All schools are fully supportive of 100% of the solution. For some teachers who have achieved outstanding results in teaching and research through training, the schools are linked to rewards and evaluations, thus motivating teachers to learn.
1. There is annual school-based training funding and increase year by year.
2001 2002 2003 2004 Total
82356.00 91245.00 113620.00 124957.00 412178.00
2. There are funds for school-based training results and funding for educational research projects.
2001 2002 2003 2004 Total
62779.00 60100.00 60500.00 66652.00 250031.00
c) Training conditions
1. There are fixed training places in the school, including 2 teacher reading rooms, 1 multi-functional lecture hall, 23 multimedia classrooms and one branch activity room.
2. The school library reading room is used for nearly 100 kinds of school-based training books, nearly 100 kinds of periodicals and magazines, rich in audio-visual materials, and basically meets the needs of training and research.
3. The school has a computer room, a library, a reading room and a campus network. Some teachers' offices are equipped with computers, which create a good environment and conditions for school-based training.
4) Training resources There is a training team that combines both internal and external school and part-time work. There are teachers who are qualified for the training, the first faculty, one national key teacher, eight provincial key teachers, and 19 city-level key teachers. The school regularly provides teachers with adequate and practical training materials and photocopying articles. For example: "New Curriculum Standards", "Modern Teachers: A Flowing River". At the same time, we also actively develop available network resources, establish a campus network, and network with the China Satellite Education Resource Network. Online school-based training resources are enriched, and teachers can check the information online at any time. The school also has a case library of subject teaching school management and moral education, more than 200 subject papers, and more than 100 moral education papers. Self-developed school-based training materials are being developed. The school employs famous experts and professors at home and abroad, and professors from Hunan Normal University and East China Normal University regularly go to the school to carry out professional training for teachers. A teacher training contract was signed with the East China Normal University Curriculum and Teaching Institute.
Second, the management of school-based training five) system construction
1. School implementation of school-based training, assessment, rewards and punishments and management system is gradually improved.
2. School-based training programs are highly targeted, advanced, hierarchical, feasible and complete.
3. There are school-based training work plans and work summary for the school year and semester.
4. There are teachers' team construction planning and implementation opinions.
5. There is a fixed training time. Young teacher training is conducted 2 months after the start of each semester; each grade is taught one month at the beginning of each semester.
Six) Implementation management
1. Each school-based training activity has a record and clear content and methods of activities.
2. Teachers participate in the development of school-based training programs. The school-based training leadership team participates in and develops practical training plans based on the actual situation of each teacher.
3. Strictly carry out the registration of continuing education certificates, have full-time registrars, continue to be familiar with the education registrars, and have accurate and timely examinations, with 100% of teachers attending the conference.
4. The teaching department has established a school-based training file for each teacher, teacher education file management, complete information, content specification, classified binding and archiving, easy to access.
5. The school regularly conducts inspections and evaluations of school-based training.
6. Teachers' school-based training and credits are credited to the teacher's school-based training file. It is linked to the school's evaluation and annual assessment, and is regularly commended and rewarded.
Third, the implementation of school-based training seven) training content
1. Political and educational teaching theory learning. The school party branch and the teaching department are fully responsible. Every time the political study of the regular work meeting is printed with corresponding learning materials, the business learning materials are compiled for teachers to learn every winter and summer vacation. Each time the teaching and research group will conduct theoretical study.
2. The class guidance work and the innovation of the teacher's moral education activities are under the responsibility of the school general branch, the political and religious department, and the Youth League Committee.
3. A total of 85 teachers participated in the postgraduate course with Hunan Normal University Law School and participated in the study and obtained the certificate of completion.
4. Basic education and high school curriculum reform, the general responsibility of the teaching department.
5. Subject research, led by the teaching department and coordinated with each research group.
6. Mastery of basic knowledge in education and research. Each semester of the department has developed various levels of education and research content.
7. Teaching basic skills training. Every semester, the school organizes teachers to actively participate in national, provincial, municipal, county and school competitions for all types of quality courses, teaching experts, pen characters, and Mandarin. Each period of the school carries out the "Six One" competition and the "Ten One" project activities.
8. Modern information technology training. 98% of the teachers in the school have passed the training and assessment of various types of information technology, and have been one of the conditions for teachers to be employed and employed.
9. Every year, new teachers must attend the induction training organized by the school, and fully guarantee that the new teacher training staff will be in full and class time.
VIII) Training methods and methods
1. Regularly invite experts to the school for guidance and lectures. Hunan Normal University and East China Normal University are the annual colleges and universities of our school.
2. The school creates conditions for teachers to go out to study or participate in national, provincial, municipal, district-level training. One teacher has participated in the training of national key teachers, eight participated in the training of provincial key teachers, and 19 participated in the training of key teachers at the municipal level. And regularly organized the teaching and research team leader to go out to study and communicate with the foreign school.
3. Organize all staff training as required by the competent department. Regularly participate in the training of academic conferences, annual conferences, Changsha Education College, and Wangcheng County Teaching and Research Training Center.
4. Regularly carry out special training and actively carry out research-based learning. For example, the mathematics group takes the subject "Research Study High School Mathematics Teaching Case Study" as the carrier, and conducts theoretical study training every two weeks. Most teachers in the school instruct students to carry out research-based learning, and complete the corresponding topics to form a thesis or other results. Among them, Liu Hongmei’s research project “ further development of Heifeng Peak” was awarded the first prize of the province.
5. Participate in sub-projects of the municipal or higher education science subject or as a subject experiment base. There are one national research project sub-project, two municipal-level, and one school-level. And it has become the key experimental subject school of the Ministry of Education.
6. The teaching and research group's weekly teaching and research public class, bi-weekly teaching and research meeting, regularly organizes experience exchange, collective preparation, case analysis, teaching design research, teaching observation, teaching forum and other teaching and research training activities, regularly organizes young teachers to report classes. , research classes, teacher classes, and a system has been formed.
7. School leaders attach great importance to the training of teachers. On the basis of on-campus training, each semester school sends out key teachers to study abroad, language, mathematics, English, physics, chemistry, history, geography, biology, politics. More than half of the teachers in the fields of smelting, sound, body, beauty, psychology, and information went out to learn more. The teachers opened their eyes. After returning to school, these teachers reported their knowledge to the teachers and used their radiation. The role of all teachers to benefit. Once a year, the teachers' associations are paired up. The backbone teachers must have a public demonstration class in each issue, giving full play to the excellent backbone teachers' radiation action.
8. The school comprehensively uses group training, decentralized training, special training, and other forms to meet the different needs of teachers. The school network built by the school, through the computer training, the teachers have mastered the use of methods, often using network resources for self-training. The backbone teachers of all disciplines are playing an important role in school-based training. In short, the school-based training of our school, by going out, please come in, watch videos, learn theory, talk about reflections, write experience, combine group training with individual automatic learning, etc., improve the education and teaching standards of teachers, and further learn to apply new Educational teaching concept.
Fourth, the results of school-based training IX) training results
1. In the school-based training, the role of the teacher's main body has been brought into play, and a group of teaching experts, key teachers and high-profile expert teachers at the domestic, provincial and municipal levels have emerged. Among them, there are 1 national key teacher, 8 provincial key teachers, and 19 municipal key teachers.
2. The education and teaching concept of school cadres is advanced, and the principal has put forward the idea that teacher training is the greatest welfare of teachers. The teaching philosophy of teacher education has been updated.
3. Teachers are generally able to reflect on their teaching behavior in accordance with the requirements of the new curriculum, and do a good job in teaching.
4. Teacher qualifications have all met the standards, 100% above the university department, and the proportion of highly educated teachers has grown substantially year by year. 57% of the teachers received a postgraduate course completion certificate, and there is also a teacher with a master's degree. The growth period of young teachers is generally 3 to 5 years, they are responsible for their work and the quality of teaching is high.
5. There are self-evaluation and reflection reports on the training effect.
6. Published 1 paper in national journals, 18 papers published in provincial journals, and published a number of educational papers in municipal-level official journals. There are 1 national first prize paper, 9 provincial first prize papers, 5 provincial second prize papers, 3rd prize in the city, and 40 papers in the provincial third prize. 7 teachers or individual monographs. The school has compiled a collection of papers.
7. The comprehensive quality of teachers and the improvement of teaching and teaching ability, outstanding achievements, there are 3 people who won the competition at the municipal and municipal level.
8. The teaching style is correct and there is no violation of the teacher's morality.
9. Teachers' information technology sets are generally improved, and most teachers will make courseware and use multimedia teaching. The pass rate of teachers through the computer set is 96.32%, and 18.38% of the teachers have obtained the advanced certificate for the use of computer sets.
10. The qualified rate of Mandarin is 100%, and the number of teachers who meet the standard of dimethyl is 19.12%.
11. The school regularly trains the class guides, the work ability of the class guides is generally improved, and the class management is standardized and effective. The class study style is generally good, laying the foundation for a good school spirit. In the past three years, 20 teachers have been rated as excellent class guides and advanced moral education workers in provinces, cities and counties. The concept of mental health education infiltrates into the whole process of school moral education. The first mental health education activity class in Changsha City was held in our school. The class “Don't forget old friends to meet new friends” taught by our school teacher Tan Chunbing won the first prize of the city.
X) Promotion of results
In 2002, the annual meeting of Hunan Province Moral Education Work was held in our school, which fully affirmed the moral education work of our school.
XI) Recognition Awards The number of honorary titles for advanced teachers and individuals who have obtained teacher education for three consecutive years has reached more than 240. In 2004, our school won the advanced unit of mental health education in Hunan Province.
V. Characteristics and Innovations 1) Innovation in the training system In the training system, the school has formed an open training system that combines independent training of schools and participates in training and inter-school exchange training. Our school has a fixed team of on-campus expert training. At the same time, we also hired experts and doctors from other famous universities to teach and teach in our school, and provide classroom instruction and participate in teacher training. We also regularly organize teaching and research team leaders and teacher representatives to exchange ideas with the brother school.
II. Innovation of training mode In the school-based training mode, our school has explored a new school-based training model that reflects the teacher's self-motivation and effectively combines teacher self-training with collective concentration training. In the self-training of teachers, we regularly issued relevant training materials for teachers to self-study according to the actual needs of teachers, and asked teachers to write reading notes. We also creatively implemented the “Ten One Project” that reflects the self-training of teachers. In the training content, we also included how teachers engage in education and teaching research into the content of training.
c) Other aspects of innovation Our school's training teachers have their own unique practices in mental health education. We have formed a model of how to infiltrate the mental health education model and the teacher's self-mental health education model in the subject teaching. We have also strengthened the construction of campus mental education culture. Formed a good cultural atmosphere for the growth of teachers. In addition, we have trained teachers on how to engage in research and expedition learning, and enhance the ability of teachers to guide research-based learning.
Sixth, the shortcomings of problems are the driving force for us to move forward. Only by discovering shortcomings and correcting shortcomings can we make us successful. After a few years of practice, we found that there are still some shortcomings.
When we carried out various activities, some teachers appeared to cope with the incident and did not take it seriously.
In the basic training of teachers, too much emphasis on teaching work, occasionally neglecting school-based training, lack of strength.
Some activities are in the form and do not really recognize their importance.
The computer diploma has a weak practical ability. In particular, to adapt to the needs of curriculum reform, the integration between computer and subject teaching is still a beautiful fantasy.
Due to the lack of prior knowledge of school-based training, many of the things that have been done have not been archived in time and managed. The construction of school-based training archives needs to be continuously explored.
VII. Future efforts and measures In response to the above problems, we must strengthen the following aspects:
Strengthen leadership supervision and regularly and regularly check the weekly and monthly arrangements.
In combination with the actual situation of our school, we will formulate various evaluation programs, conduct quantitative evaluations for teachers, and publicly evaluate the results at the end of the semester and year-end.
Interspersed with irregular sampling forms, found problems, and timely explanations.
Strengthening the construction of electronic archives in school-based training is a long-term and long-term task. We will take this opportunity to meet the county and city inspections, and strive to explore, work diligently, persist and go forward. Put our school-based training work into a formalized and distinctive channel to create a new situation for our school-based training.

2005-11-18