Summary of the topic of "Practice and Research on Teacher Professional Development Research and Training Model"

Teacher professionalization means that teachers throughout the professional life, through lifelong professional training, acquire educational professional knowledge and skills, implement professional autonomy, express professional ethics, and gradually improve their self-education and become a good educator professional growth. process. Teacher specialization is a type of professional occupation of teachers. It refers to the transformation process of teachers “persons become members of the teaching profession and have more and more mature roles in teaching ”.

The school-based curriculum in school-based training is “school-based” and “school-based”. It has three meanings: one for the school, two for the school, and three for the school. From this explanation, we can see that school-based training refers to the use of the school's educational resources in schools to carry out training activities that are conducive to the development of the school and to the professional development of teachers.

School-based training closely combines the professional development of teachers with the development of schools and students, and satisfies the internal needs of professional development teachers at different levels for their professional development, and facilitates the growth paradigm of “practice ten reflections = teacher growth” It is beneficial for teachers to examine their own teaching in teaching practice and to jump out of teaching practice. It is also beneficial to the relationship between teachers and teachers, between teachers and students, and between teachers and experts. School-based training has the following characteristics: it is close to life. Flexibility and economy. Conducive to building a good campus culture environment.

Specific ideas and practices: The new curriculum reform requires us to strengthen school-based training and optimize strategies to promote teacher professional development.

First, the optimization of the organizational mechanism. The establishment of a provincial and municipal discipline backbone, city, district academic leaders, experimental teachers as the main body of the curriculum reform leading group. In time, he learned the "New Curriculum Standards", "Interpretation of New Curriculum Standards", etc., and finally formed a new model of school-based research and cultivation that is conducive to the sustainable development of schools.

Second, the training content is serialized. Implementing a new round of curriculum reform requires training and improvement in all aspects of teachers. For example, training and improvement of teachers' educational thoughts and educational concepts, training for the understanding of the "Course Standards", classroom teaching design training, and modern educational technology training. The transformation of educational thoughts and educational concepts. Study and training of the Curriculum Standards. The design and optimization of classroom teaching . Cultivation of modern teaching techniques. 3. Diversified training models. A variety of training models can improve training activities and effectiveness, as well as maximize the professional development of teachers.

We insist on three combinations. Individual learning is combined with group training. Comprehensive training combined with subject training. Theoretical training is combined with teaching practice.

The research of this semester has entered the final conclusion stage. The school requires all experimental teachers to carefully sort out the gains in the practice of the subject, actively complete the process of participating in the process, and summarize and reflect on themselves and complete the research report. The purpose of this research is to be implemented.

Firstly, it sorts out the success of the form of research training in the research of the subject. It is considered that the training of teacher professional development under the new curriculum is a systematic project. It needs to be studied in the usual teaching practice and verified in the classroom teaching . There are already deeper demands. In addition to regular training, seminars, and reflections, more emphasis is placed on practical research, injecting fresh life elements into training, and making the research work process with distinct vitality.

The changes in the research model are fully reflected in one transformation, three integrations, and four formations. A shift: transforming training activities is the process by which individual teachers become members of the teaching profession and have an increasingly mature role in teaching . Three combinations: individual learning combined with group training. Comprehensive training combined with subject training. Theoretical training is combined with teaching practice. Four formations: Promote the formation of teachers' professionalism, professional skills, professional knowledge, and professional performance.

The study of this semester focuses on the focus of the district training school, focusing on effective teaching to build a life classroom, analyzing the actual situation of the school, formulating practical training content, adopting a problem-based training model, and first finding problems. The emergence of the problem provides a good material for our training. It is more effective to carry out theoretical research on the needs of teachers. Secondly, solve problems, enter the classroom with pre-set questions, enter the world of students, and understand students' problems. The degree of thinking, etc., is conducive to deep thinking, and the third is to reflect on the problem. Only in-depth study can find the best way to solve, and generate their own unique insights through the reflection of the stage.

Case: Focusing on the classroom performance of students is the content of our research. Students take the initiative to propose to enter with questions.

Case: How to match the combination of research and actual teaching activities. Some people think that the usual teaching tasks and research are closely combined. It is one of the research contents. The problem occurs in teaching . The strategy of teaching research and solving is the main body of training. After a period of training, many puzzles can be solved, naturally enhancing teachers. Participation in research awareness, the professional level of teachers is also constantly improving.

Constantly enriching the connotation of the teachers themselves and improving the professional qualities of the teachers themselves, then many problems encountered in the new curriculum reform will be solved. Promoting the professional development of teachers has gradually become the mainstream discourse of teacher education in the 21st century. Teacher professional development is characterized by autonomy, stage, continuity, situation and diversity. At present, the professional development of teachers emphasizes school-based teacher education, practical reflection and action research, and formative evaluation. We combine school-based training, school-based teaching and research, university research, and school-based curriculum development and use to promote the formation, development, and improvement of teachers' professionalism, professional skills, professional knowledge, and professional performance. The overall level of teachers is ultimately improved.