School-based training program
First, the purpose of training earnestly implements the spirit of the "Basic Education Curriculum Reform Outline", based on the subject "Course Standards", based on the process of the basic education curriculum reform experiment promotion, based on the school-based, closely combined with the school's reality, adhere to the principle of linking theory with practice, Through various forms of training, we will build a team of teachers with modern educational concepts, master the new requirements of basic education curriculum reform, and effectively implement education and teaching.
Second, the training objectives
1. Renew educational concepts, master the basic concepts of subject courses, and understand the functions and values of subject education.
2. In-depth study of various practical problems in subject teaching, according to the relevant requirements of the curriculum standards, to solve problems that may arise during the implementation of the curriculum.
3. Combine theory with practice and explore effective ways to implement new curriculum from the combination of concept and operation.
4. According to the actual situation of the school, adopt the method of stratified training.
Third, the training target School-based training is the teacher of the school, but according to the characteristics of school-based training, training must be carried out at different levels.
1. Form a core team that implements school-based training. The principal must be a member of the core team. This team should have received a higher level of training, or has a higher level of theory and practice, and is the leader in the implementation of school-based training.
2. Cultivate a backbone team of more than 30% of all school teachers and all disciplines. These teams will be the backbone of the curriculum reform, and the main "teacher" team for the school-based training of the school's new curriculum.
3, for the whole, take a variety of forms, top-down level-by-level training and bottom-up "problem research" strategy. Through training activities and interactive participation, as well as problems and research activities, we will achieve the goal of building a quality faculty in research and practice.
Fourth, the training content School-based training focuses on improving teachers' conditional knowledge and education and teaching capabilities, as well as teaching and research capabilities. Therefore, the choice of content should be targeted and effective.
1. Educational concept. Teachers' educational concepts have a major impact on their own educational behaviors and attitudes. In the process of receiving school-based training, teachers gradually form new educational concepts through the study of modern educational theories, re-examine their own educational behaviors, reflect on their own educational concepts, and timely correct their education and teaching work to make them conform to the curriculum education. Claim.
2. Interpretation of the course standard. The course objectives determine the nature, type, content, form and means of the course. Strengthening the awareness of the target and attaching importance to the goal research is a necessary way for teachers to become familiar with the new curriculum as soon as possible and to mature. Therefore, school-based training, which is based on curriculum standards in various disciplines, is an important part.
3. Teaching practice. Teaching practice is the foothold of teacher work. How to implement modern educational concepts in subject teaching, cultivate students' sense of innovation, and stimulate and cultivate students' desires and abilities to explore the unknown world must be implemented and melted into the teaching process of teachers. Therefore, the practice-oriented strategy research is the main content of school-based training. The training of this content includes teaching case analysis, observation and discussion, problem research, experience exchange and so on.
4. Research on the subject. Classroom teaching is an extremely complex and creative work. Teachers should learn to change the teaching methods for certain practical problems and conduct self-monitoring and evaluation in the process of problem solving. The teacher's acquisition and improvement of such teaching and research skills is the most effective way to participate in research in his own classroom teaching. Therefore, school-based training should pay attention to cultivating teachers' educational and scientific research capabilities, so that "teaching and research" can be closely integrated, and research and action can be combined to promote the common development of teachers' teaching level and research ability. In this way, through school-based training, the quality of teachers will not only stay in the external behavior of teaching, but also promote teachers to become researchers.
V. Form of training
1. Expert lectures. Training based on ideas and general learning is in the form of expert lectures.
Expert Lecture - The theoretical guidance of curriculum reform focuses on changing the concept of teachers.
2. Backbone teacher lectures. How does the theory combine with the reality of the school and the discipline, as well as some practical and common problems in daily teaching, and focus on teaching in the form of key teacher lectures.
Key Teacher Lectures - Combine the theory and teaching practices that you have acquired in training, and focus on guiding practice.
3. Teaching demonstration seminars. Teachers demonstrate that their classrooms use advanced teaching methods, infiltrate and implement new curriculum concepts, organize observations, and conduct targeted discussions.
4. Case analysis. The various materials collected will be presented in the form of cases for teachers to study and communicate.
Case analysis and observation and discussion - it is conducive to the subject organization research of the subject curriculum, focusing on how the theory is applied in practice.
5. Research on the subject. The problem is the subject. Conduct research on school-based topics. Solve practical problems and improve teachers' ability in teaching and research.
6, the problem salon. Refining the relevant problems in teaching, organizing some teachers, under the leadership of the backbone teachers, to carry out targeted inquiry.
Subject research, problem salons, etc. - Targeted "problem" research focuses on solving problems in teaching practice. Such as: "different points of morality and life and ideological and moral lessons", "can first organize students to organize effective activities, how to organize", "unified requirements and attention to individuals - classroom teaching management", "how to stimulate mathematics classes" Students' emotional participation, "how to implement the Chinese language course for all", and "how to implement group cooperation in art classes" are discussed.
In addition, school-based training can be carried out through experience exchange, reading activities, and results presentation.
Sixth, training time
1. Intensive training – you can use the preparation week before the start of school and arrange one unit time per week.
2, teaching and research group discussion - reasonable arrangements for the course, according to the subject group to arrange a half-day empty class time, specifically for school-based training.
3, the research group discussion - according to their respective tasks, from time to time.
4. Discussion of the central group - set up a school teaching and research center group to carry out "problem research", no less than one unit time per month.
5, campus network transmission - strive to build a campus network, so that everyone in the campus network timely release information for exchange.
VII. Resource Development 1. Please enter the expert training for the construction of the faculty. If you have the conditions, you can ask the experts to go to the school for training. If you have insufficient conditions, you can purchase an expert lecture CD and watch the expert lectures for training.
Expatriate backbone training selects a certain number of key teachers to participate in national, provincial, and municipal training. These backbone teachers who send training are the avant-garde of school education concept renewal and the best school-based training resource. After attending the training, they will open lectures in conjunction with the actual teaching, train other teachers; take the lead in the teaching of the subject education, demonstrate the corresponding educational and scientific research tasks.
Use resource training to use a variety of training opportunities, use a variety of educational publications, the Internet and other media resources and information resources to learn and train.
Teacher exchange between schools.
2. The development of hardware resources ensures funding.
Purchase course changes to study materials, try to be a manpower;
Subscribe to educational publications;
Take advantage of network resources from the computer room network.
8. Organizational support Based on school-based training, it is different from expatriate training. It must have an organization and a corresponding system to ensure that school-based training can be carried out with purpose, planning, and organization in order to achieve practical results.
1. Establish a school-based training leading organization. School-based training is an important part of the school and is personally captured by the principal. A leading group consisting of the head of the principal, the members of the leadership team, the heads of the various disciplines, the backbone teachers and related personnel will be established. The division of labor is responsible for the various tasks of the training.
2. Improve various rules and regulations. According to the actual situation of the school, various rules and regulations, such as evaluation system and reward system, combine school-based training with teachers' year-end evaluation and job promotion, mobilize the enthusiasm of teachers, and promote school-based training in an orderly manner.
3. Set up a display platform for teachers. Combine school-based training with teachers' participation in various levels of competition, competition, and teaching and research activities; actively create conditions and strive to provide as many opportunities as possible for teachers to demonstrate themselves.
IX. Parent Training We believe that the effective implementation of curriculum reform, the coordination role of parents and schools can not be ignored. Therefore, parents should be included in the scope of school-based training, and they can be trained as follows:
1. The parents' school organizes a parent meeting in stages and in batches to publicize the curriculum reform and understand the curriculum reform.
2. Distribute information to parents and learn about curriculum changes.
3. Hold “Open Day” to let parents experience curriculum reform and participate in curriculum reform.
4. Through the parent school, organize an expert lecture on the curriculum reform and discuss the method of teaching the teacher.
5. Instruct parents to participate in the evaluation.
6. Strengthen communication and cooperate with education to promote the implementation of curriculum reform by establishing parent-school school contact cards.
Second, the training objectives
1. Renew educational concepts, master the basic concepts of subject courses, and understand the functions and values of subject education.
2. In-depth study of various practical problems in subject teaching, according to the relevant requirements of the curriculum standards, to solve problems that may arise during the implementation of the curriculum.
3. Combine theory with practice and explore effective ways to implement new curriculum from the combination of concept and operation.
4. According to the actual situation of the school, adopt the method of stratified training.
Third, the training target School-based training is the teacher of the school, but according to the characteristics of school-based training, training must be carried out at different levels.
1. Form a core team that implements school-based training. The principal must be a member of the core team. This team should have received a higher level of training, or has a higher level of theory and practice, and is the leader in the implementation of school-based training.
2. Cultivate a backbone team of more than 30% of all school teachers and all disciplines. These teams will be the backbone of the curriculum reform, and the main "teacher" team for the school-based training of the school's new curriculum.
3, for the whole, take a variety of forms, top-down level-by-level training and bottom-up "problem research" strategy. Through training activities and interactive participation, as well as problems and research activities, we will achieve the goal of building a quality faculty in research and practice.
Fourth, the training content School-based training focuses on improving teachers' conditional knowledge and education and teaching capabilities, as well as teaching and research capabilities. Therefore, the choice of content should be targeted and effective.
1. Educational concept. Teachers' educational concepts have a major impact on their own educational behaviors and attitudes. In the process of receiving school-based training, teachers gradually form new educational concepts through the study of modern educational theories, re-examine their own educational behaviors, reflect on their own educational concepts, and timely correct their education and teaching work to make them conform to the curriculum education. Claim.
2. Interpretation of the course standard. The course objectives determine the nature, type, content, form and means of the course. Strengthening the awareness of the target and attaching importance to the goal research is a necessary way for teachers to become familiar with the new curriculum as soon as possible and to mature. Therefore, school-based training, which is based on curriculum standards in various disciplines, is an important part.
3. Teaching practice. Teaching practice is the foothold of teacher work. How to implement modern educational concepts in subject teaching, cultivate students' sense of innovation, and stimulate and cultivate students' desires and abilities to explore the unknown world must be implemented and melted into the teaching process of teachers. Therefore, the practice-oriented strategy research is the main content of school-based training. The training of this content includes teaching case analysis, observation and discussion, problem research, experience exchange and so on.
4. Research on the subject. Classroom teaching is an extremely complex and creative work. Teachers should learn to change the teaching methods for certain practical problems and conduct self-monitoring and evaluation in the process of problem solving. The teacher's acquisition and improvement of such teaching and research skills is the most effective way to participate in research in his own classroom teaching. Therefore, school-based training should pay attention to cultivating teachers' educational and scientific research capabilities, so that "teaching and research" can be closely integrated, and research and action can be combined to promote the common development of teachers' teaching level and research ability. In this way, through school-based training, the quality of teachers will not only stay in the external behavior of teaching, but also promote teachers to become researchers.
V. Form of training
1. Expert lectures. Training based on ideas and general learning is in the form of expert lectures.
Expert Lecture - The theoretical guidance of curriculum reform focuses on changing the concept of teachers.
2. Backbone teacher lectures. How does the theory combine with the reality of the school and the discipline, as well as some practical and common problems in daily teaching, and focus on teaching in the form of key teacher lectures.
Key Teacher Lectures - Combine the theory and teaching practices that you have acquired in training, and focus on guiding practice.
3. Teaching demonstration seminars. Teachers demonstrate that their classrooms use advanced teaching methods, infiltrate and implement new curriculum concepts, organize observations, and conduct targeted discussions.
4. Case analysis. The various materials collected will be presented in the form of cases for teachers to study and communicate.
Case analysis and observation and discussion - it is conducive to the subject organization research of the subject curriculum, focusing on how the theory is applied in practice.
5. Research on the subject. The problem is the subject. Conduct research on school-based topics. Solve practical problems and improve teachers' ability in teaching and research.
6, the problem salon. Refining the relevant problems in teaching, organizing some teachers, under the leadership of the backbone teachers, to carry out targeted inquiry.
Subject research, problem salons, etc. - Targeted "problem" research focuses on solving problems in teaching practice. Such as: "different points of morality and life and ideological and moral lessons", "can first organize students to organize effective activities, how to organize", "unified requirements and attention to individuals - classroom teaching management", "how to stimulate mathematics classes" Students' emotional participation, "how to implement the Chinese language course for all", and "how to implement group cooperation in art classes" are discussed.
In addition, school-based training can be carried out through experience exchange, reading activities, and results presentation.
Sixth, training time
1. Intensive training – you can use the preparation week before the start of school and arrange one unit time per week.
2, teaching and research group discussion - reasonable arrangements for the course, according to the subject group to arrange a half-day empty class time, specifically for school-based training.
3, the research group discussion - according to their respective tasks, from time to time.
4. Discussion of the central group - set up a school teaching and research center group to carry out "problem research", no less than one unit time per month.
5, campus network transmission - strive to build a campus network, so that everyone in the campus network timely release information for exchange.
VII. Resource Development 1. Please enter the expert training for the construction of the faculty. If you have the conditions, you can ask the experts to go to the school for training. If you have insufficient conditions, you can purchase an expert lecture CD and watch the expert lectures for training.
Expatriate backbone training selects a certain number of key teachers to participate in national, provincial, and municipal training. These backbone teachers who send training are the avant-garde of school education concept renewal and the best school-based training resource. After attending the training, they will open lectures in conjunction with the actual teaching, train other teachers; take the lead in the teaching of the subject education, demonstrate the corresponding educational and scientific research tasks.
Use resource training to use a variety of training opportunities, use a variety of educational publications, the Internet and other media resources and information resources to learn and train.
Teacher exchange between schools.
2. The development of hardware resources ensures funding.
Purchase course changes to study materials, try to be a manpower;
Subscribe to educational publications;
Take advantage of network resources from the computer room network.
8. Organizational support Based on school-based training, it is different from expatriate training. It must have an organization and a corresponding system to ensure that school-based training can be carried out with purpose, planning, and organization in order to achieve practical results.
1. Establish a school-based training leading organization. School-based training is an important part of the school and is personally captured by the principal. A leading group consisting of the head of the principal, the members of the leadership team, the heads of the various disciplines, the backbone teachers and related personnel will be established. The division of labor is responsible for the various tasks of the training.
2. Improve various rules and regulations. According to the actual situation of the school, various rules and regulations, such as evaluation system and reward system, combine school-based training with teachers' year-end evaluation and job promotion, mobilize the enthusiasm of teachers, and promote school-based training in an orderly manner.
3. Set up a display platform for teachers. Combine school-based training with teachers' participation in various levels of competition, competition, and teaching and research activities; actively create conditions and strive to provide as many opportunities as possible for teachers to demonstrate themselves.
IX. Parent Training We believe that the effective implementation of curriculum reform, the coordination role of parents and schools can not be ignored. Therefore, parents should be included in the scope of school-based training, and they can be trained as follows:
1. The parents' school organizes a parent meeting in stages and in batches to publicize the curriculum reform and understand the curriculum reform.
2. Distribute information to parents and learn about curriculum changes.
3. Hold “Open Day” to let parents experience curriculum reform and participate in curriculum reform.
4. Through the parent school, organize an expert lecture on the curriculum reform and discuss the method of teaching the teacher.
5. Instruct parents to participate in the evaluation.
6. Strengthen communication and cooperate with education to promote the implementation of curriculum reform by establishing parent-school school contact cards.
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