Secondary school training program
The high-quality faculty is the most valuable resource of the school and the source of the school's comprehensive development and sustainable development. In order to adapt to the needs of the new curriculum experiment, promote the professional growth of teachers, improve the quality of the teaching staff, stimulate the enthusiasm of teachers to participate in school-based training, and build the school into a learning organization to achieve comprehensive development and sustainable development of the school, and develop this program.
First, the guiding ideology and basic principles of school-based training
1. Guided by the theory of quality education, focusing on the era spirit of basic education reform and development, to achieve the overall planning of school running, to achieve all-round development and sustainable development of the school, to achieve "student development-oriented, teacher-oriented development, school The concept of “development-oriented” is the fundamental direction; to meet the needs of the development of modern education, to promote the development of students and the professional growth of teachers, and to comprehensively improve the school-running level as a purpose.
2. Adhere to the principle of combining theory with practice. From the actual needs, select training content and methods, highlight pertinence, focus on effectiveness, and strive to achieve school-based training and school-based research integration.
3. Adhere to the principle of individual teacher training and job training, individual learning and group training in parallel, and the combination of time and concentration time.
Second, the goal of school-based training
1. Consolidate the noble sentiments of teachers who love their jobs and love students, form a good moral cultivation, build a new concept of modern education, and promote the construction of new curriculum teachers.
2. Develop a work style that is painstakingly researching and rigorously studying, expanding teachers' professional knowledge, constantly enriching new scientific and cultural knowledge, constantly improving the teacher's knowledge structure, and promoting the growth of key teachers to meet the needs of modern education.
3. Firmly establish the concept of lifelong learning, build a school into a learning organization, master modern educational ideas and educational concepts, master new management, teaching, evaluation methods and new educational and teaching techniques.
4. Build a team of solidarity and cooperation, so that teachers can self-improve in learning, self-development under the mutual assistance of peers, and self-improvement under the guidance of experts.
Third, the content and form of school-based training
1. Experts lead. Actively organize teachers to participate in various levels of teacher training, organize teachers to watch video of expert special reports, hire educational experts to make special reports, and hire outstanding teachers with special expertise to give special lectures.
2. short-term training. Use teachers' business study time, evening or holiday, and part of the festival to organize teachers for short-term training. content include:
Special Report;
Modern educational technology training;
Standard study and discussion of the new curriculum subject curriculum;
Teaching case analysis, educational case analysis;
School-based curriculum development, etc.
3. Reading activities. Teacher reading is one of the main forms of school-based training. Each teacher should formulate individual learning plans and learning contents in light of his own actual situation, constantly enrich new scientific and cultural knowledge, and constantly improve his knowledge structure to meet the requirements of modern education and teaching work. The school will provide certain learning materials, and will hold regular and non-scheduled exchange activities and reports.
4. Job Training. All functional departments of the school must implement pre-job learning, training, and on-the-job learning and retraining of faculty and staff to achieve familiar and proficient job objectives.
5. Cooperative learning. Encourage professional exchanges, coordination, exchanges and cooperation among teachers, share experiences, learn from each other, support each other, grow together, and prevent and overcome the isolated helplessness of teachers. Through the interaction between teachers and teachers, they inspire each other, complement each other, and then concentrate on summarizing them to make the original concepts and methods more perfect and scientific.
6. Research on topics. School-based training is driven by research projects. Teachers are encouraged to actively participate in the research of educational and teaching topics, learn in the research and practice of the subject, and enrich the knowledge and enhance their ability in practice.
Fourth, the organization and management of school-based training to establish a backbone of school-based training with backbone teachers as the main body, give full play to the leading role of key teachers at all levels. The school hires or appoints a post trainer or instructor according to actual needs. The lecturer or instructor is identified, registered, and filed by the school. The departmental department, the annual section group, and the teaching and research group shall submit the school-based training plan for the school year and the semester to ensure that the school-based training theme and content are derived from the education and teaching practice and adapt to the actual work needs.
1. The organization of school-based training and its functions as the principal's room function:
1 Responsible for the planning, organization, management, implementation and evaluation of school-based training, and organize teachers to participate in training at all levels.
2 Provide school hours, places, equipment, funding and other guarantees for school-based training.
3 Guide the implementation of school-based training, check the progress of school-based training, and ensure the quality of school-based training.
Department, subject group, year group function:
1 Responsible for the planning, organization and implementation of school-based training in this department.
2 Do a good job in the school-based training activities of the department, collect and submit the activity process materials.
3 Regularly report the progress of school-based training and submit relevant written materials.
Group preparation team functions:
1 Responsible for the organization and specific implementation of the special activities of this preparation group.
2 Do a good job in the process record, data compilation, and submit relevant written materials.
2. School-based training assessment management The school-based training situation is documented by the teaching and research section and counted into the teacher's continuing education. It is recorded in the teacher's post annual assessment, and the school will recognize it in an appropriate way. Teacher-based training includes teacher reading, group concentration, and special training.
For the first time as a new job in our school, we must accept pre-job training and on-the-job training, and pass the school assessment and examination. Job training is performed by an instructor or a lecturer.
3. School-based training fund management schools give teachers support for school-based training funding.
The school provides funding for school-based training, special lectures and other activities.
First, the guiding ideology and basic principles of school-based training
1. Guided by the theory of quality education, focusing on the era spirit of basic education reform and development, to achieve the overall planning of school running, to achieve all-round development and sustainable development of the school, to achieve "student development-oriented, teacher-oriented development, school The concept of “development-oriented” is the fundamental direction; to meet the needs of the development of modern education, to promote the development of students and the professional growth of teachers, and to comprehensively improve the school-running level as a purpose.
2. Adhere to the principle of combining theory with practice. From the actual needs, select training content and methods, highlight pertinence, focus on effectiveness, and strive to achieve school-based training and school-based research integration.
3. Adhere to the principle of individual teacher training and job training, individual learning and group training in parallel, and the combination of time and concentration time.
Second, the goal of school-based training
1. Consolidate the noble sentiments of teachers who love their jobs and love students, form a good moral cultivation, build a new concept of modern education, and promote the construction of new curriculum teachers.
2. Develop a work style that is painstakingly researching and rigorously studying, expanding teachers' professional knowledge, constantly enriching new scientific and cultural knowledge, constantly improving the teacher's knowledge structure, and promoting the growth of key teachers to meet the needs of modern education.
3. Firmly establish the concept of lifelong learning, build a school into a learning organization, master modern educational ideas and educational concepts, master new management, teaching, evaluation methods and new educational and teaching techniques.
4. Build a team of solidarity and cooperation, so that teachers can self-improve in learning, self-development under the mutual assistance of peers, and self-improvement under the guidance of experts.
Third, the content and form of school-based training
1. Experts lead. Actively organize teachers to participate in various levels of teacher training, organize teachers to watch video of expert special reports, hire educational experts to make special reports, and hire outstanding teachers with special expertise to give special lectures.
2. short-term training. Use teachers' business study time, evening or holiday, and part of the festival to organize teachers for short-term training. content include:
Special Report;
Modern educational technology training;
Standard study and discussion of the new curriculum subject curriculum;
Teaching case analysis, educational case analysis;
School-based curriculum development, etc.
3. Reading activities. Teacher reading is one of the main forms of school-based training. Each teacher should formulate individual learning plans and learning contents in light of his own actual situation, constantly enrich new scientific and cultural knowledge, and constantly improve his knowledge structure to meet the requirements of modern education and teaching work. The school will provide certain learning materials, and will hold regular and non-scheduled exchange activities and reports.
4. Job Training. All functional departments of the school must implement pre-job learning, training, and on-the-job learning and retraining of faculty and staff to achieve familiar and proficient job objectives.
5. Cooperative learning. Encourage professional exchanges, coordination, exchanges and cooperation among teachers, share experiences, learn from each other, support each other, grow together, and prevent and overcome the isolated helplessness of teachers. Through the interaction between teachers and teachers, they inspire each other, complement each other, and then concentrate on summarizing them to make the original concepts and methods more perfect and scientific.
6. Research on topics. School-based training is driven by research projects. Teachers are encouraged to actively participate in the research of educational and teaching topics, learn in the research and practice of the subject, and enrich the knowledge and enhance their ability in practice.
Fourth, the organization and management of school-based training to establish a backbone of school-based training with backbone teachers as the main body, give full play to the leading role of key teachers at all levels. The school hires or appoints a post trainer or instructor according to actual needs. The lecturer or instructor is identified, registered, and filed by the school. The departmental department, the annual section group, and the teaching and research group shall submit the school-based training plan for the school year and the semester to ensure that the school-based training theme and content are derived from the education and teaching practice and adapt to the actual work needs.
1. The organization of school-based training and its functions as the principal's room function:
1 Responsible for the planning, organization, management, implementation and evaluation of school-based training, and organize teachers to participate in training at all levels.
2 Provide school hours, places, equipment, funding and other guarantees for school-based training.
3 Guide the implementation of school-based training, check the progress of school-based training, and ensure the quality of school-based training.
Department, subject group, year group function:
1 Responsible for the planning, organization and implementation of school-based training in this department.
2 Do a good job in the school-based training activities of the department, collect and submit the activity process materials.
3 Regularly report the progress of school-based training and submit relevant written materials.
Group preparation team functions:
1 Responsible for the organization and specific implementation of the special activities of this preparation group.
2 Do a good job in the process record, data compilation, and submit relevant written materials.
2. School-based training assessment management The school-based training situation is documented by the teaching and research section and counted into the teacher's continuing education. It is recorded in the teacher's post annual assessment, and the school will recognize it in an appropriate way. Teacher-based training includes teacher reading, group concentration, and special training.
For the first time as a new job in our school, we must accept pre-job training and on-the-job training, and pass the school assessment and examination. Job training is performed by an instructor or a lecturer.
3. School-based training fund management schools give teachers support for school-based training funding.
The school provides funding for school-based training, special lectures and other activities.
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