How to strengthen the training of key kindergarten teachers I. Objectives and tasks I. Training objectives 1. The training objectives of key teachers at or above the district level are: to train students in educational concepts, ideology and politics, professional ethics, professional knowledge, teaching ability and education.
Scientific research ability and other aspects are of higher quality, higher level and higher popularity. Mastering modern educational technology has become a teaching style and scientific research expertise, which can play a leading role in the education and teaching work of the park and even the whole region.
2. The training goal of school-level backbone teachers is to make them have modern educational ideas, reasonable knowledge structure, certain educational, teaching and scientific research capabilities, and play a guiding and leading role in the park, so as to select reserve candidates for senior backbone teachers.
(II) Training tasks According to the requirements of kindergarten education and teaching development, we will strive to train 3-4 key teachers at the municipal level, 3-4 key teachers at the district level and more than 8 key teachers at the school level within three years, and gradually establish a team of high-quality key teachers.
Second, establish a selection system 1. Key teachers at all levels are generally selected and adjusted once every three years.
2. Kindergartens should establish the growth files of the reserve team of key teachers at all levels, and select and train them step by step.
3. Establish an open, fair and just talent selection and training mechanism.
Iii. Training measures 1, and the training period of key teachers at all levels is generally 3 years, with follow-up training.
2. Arrange the training plan according to the principle of "paying attention to ability, stressing practical results, updating ideas, developing oneself and forming characteristics".
3. Kindergartens create various conditions for key teachers at all levels to study, further study, research and practice, and provide a stage for their growth.
4. Establish a file management system for key teachers at all levels, select backup candidates for superior key teachers, and disqualify those who fail the examination.
Fourth, this semester, we will carry out activities 1, carry out the activities of "pairing teaching assistants" among leading cadres, backbone teachers and young teachers, strive to give full play to the radiation-driven role of outstanding backbone teachers, conduct in-depth research in education and teaching research, class management, early childhood education and other aspects through listening to each other's lectures and watching activities, exchange ideas, learn from each other's strong points, and constantly reflect, so that young teachers can grow rapidly.
2. Hold the education and teaching observation activities of key teachers. V. Commendation and reward 1. Key teachers at all levels have the obligation to guide the training of key teachers (or teachers) at the next level, and train 3-5 people in 3 years. If the training object is selected as a three-level backbone teacher in the city, district and school, the backbone teacher will be rewarded.
2, backbone teachers at all levels during their tenure, should seriously study the theory of education, actively carry out the reform and experiment of education and teaching methods, an annual assessment. Select outstanding backbone teachers once a year and include them in the final assessment.
3, the backbone teachers must actively participate in the experiment and research of education and scientific research projects, to obtain national, municipal and district scientific research results, according to the relevant policies of the kindergarten reward.
How to strengthen the training of key kindergarten teachers and the construction of cadre echelon In order to further strengthen the training of young key teachers and make them grow rapidly, according to the requirements of kindergarten teacher training, the training content is "let teachers develop with kindergartens and let teachers grow with children".
Improve the goal, follow the growth law of key teachers, take all-round and multi-channel training measures, and build a new team of key teachers with modern teachers' quality and innovative spirit, laying the foundation for the sustainable development of kindergarten education and teaching.
Lay a good foundation. Make the training plan for key teachers this semester as follows:
I. Objectives and tasks (1) Training objectives 1. The training objectives of key teachers at or above the district level are: to train students in educational concepts, ideology and politics, professional ethics, professional knowledge, teaching ability and education.
Scientific research ability and other aspects are of higher quality, higher level and higher popularity. Mastering modern educational technology has become a teaching style and scientific research expertise, which can play a leading role in the education and teaching work of the park and even the whole region.
2. The training goal of school-level backbone teachers is to make them have modern educational ideas, reasonable knowledge structure, certain educational, teaching and scientific research capabilities, and play a guiding and leading role in the park, so as to select reserve candidates for senior backbone teachers.
(II) Training tasks According to the requirements of kindergarten education and teaching development, we will strive to train 3-4 key teachers at the municipal level, 3-4 key teachers at the district level and more than 8 key teachers at the school level within three years, and gradually establish a team of high-quality key teachers.
Second, establish a selection system 1. Key teachers at all levels are generally selected and adjusted once every three years.
2. Kindergartens should establish the growth files of the reserve team of key teachers at all levels, and select and train them step by step.
3. Establish an open, fair and just talent selection and training mechanism.
Iii. Training measures 1, and the training period of key teachers at all levels is generally 3 years, with follow-up training.
2. Arrange the training plan according to the principle of "paying attention to ability, stressing practical results, updating ideas, developing oneself and forming characteristics".
3. Kindergartens create various conditions for key teachers at all levels to study, further study, research and practice, and provide a stage for their growth.
4. Establish a file management system for key teachers at all levels, select backup candidates for superior key teachers, and disqualify those who fail the examination.
Fourth, this semester, we will carry out activities 1, carry out the activities of "pairing teaching assistants" among leading cadres, backbone teachers and young teachers, strive to give full play to the radiation-driven role of outstanding backbone teachers, conduct in-depth research in education and teaching research, class management, early childhood education and other aspects through listening to each other's lectures and watching activities, exchange ideas, learn from each other's strong points, and constantly reflect, so that young teachers can grow rapidly.
2. Hold the education and teaching observation activities of key teachers. V. Commendation and reward 1. Key teachers at all levels have the obligation to guide the training of key teachers (or teachers) at the next level, and train 3-5 people in 3 years. If the training object is selected as a three-level backbone teacher in the city, district and school, the backbone teacher will be rewarded.
2, backbone teachers at all levels during their tenure, should seriously study the theory of education, actively carry out the reform and experiment of education and teaching methods, an annual assessment. Select outstanding backbone teachers once a year and include them in the final assessment.
3, the backbone teachers must actively participate in the experiment and research of education and scientific research projects, to obtain national, municipal and district scientific research results, according to the relevant policies of the kindergarten reward.
What are the benefits of cultivating provincial backbone teachers? I don't see any benefits. I was talking about a salary increase at the municipal level, but I haven't seen any money for seven years.
How long does it take for the backbone teachers to study on special topics?
According to the spirit of the document Letter of the National Scholarship Fund Committee on Adjusting the Selection and Admission of the Second Batch of Young Key Teachers to Study Abroad in 20 15 (Liu Jinfa [20 15] No.3034), the second batch of adjustment contents of this project in 2015 are hereby notified as follows:
1. The online registration time is adjusted to September1-10;
2. The deadline for the school to submit materials to the National Scholarship Fund Committee is September 15, and the deadline for the personnel department to receive paper application materials (one copy) is September 7;
3. The validity period of the qualification of the second batch of applicants is adjusted to 2065438+March 20, 2006 (except for the project of higher education administrators studying abroad);
Please notify qualified applicants in time, contact foreign training units in advance, and actively prepare application materials according to the material requirements on the website of the National Scholarship Fund Committee. Pay attention to the online registration time and the deadline for application materials, and the start time of visiting the school on the invitation letter shall not be later than the validity period of the qualification. The National Scholarship Fund Committee will no longer accept applications for changing countries and institutions for studying abroad. Applicants are requested to carefully select countries and relevant institutions when contacting foreign parties to obtain invitations.
How to train backbone teachers in rural middle schools. 1. Constraints on the training of young teachers in rural middle schools.
1. There are very few outstanding old teachers who can lead the growth of young teachers in rural middle schools. Most rural junior middle schools were established at the time of the establishment of primary and secondary school credits 1986. At that time, there were few qualified middle school teachers. Although most teachers later obtained qualified academic qualifications or even high academic qualifications through various channels, there are still some unqualified teachers. Because of the difficult teaching conditions in rural areas, it is difficult to achieve teaching results, so many excellent teachers naturally flow to cities, which makes the outstanding rural teachers with congenital deficiency and very weak foundation even rarer, which has caused great difficulties for young teachers, especially new teachers' mentoring work.
2. Rural teachers have a heavy workload and few opportunities for professional further study. At present, the phenomenon of overstaffing teachers in urban schools is widespread, while rural middle schools are still in a state of shortage of staff. Therefore, the teaching tasks of rural teachers are generally biased, and less time and energy are spent on self-study and study. Because of information, transportation, funds and other reasons, the opportunities for rural teachers to go out to observe and study and improve training are obviously less than those of urban school teachers, which makes the professional development of young teachers relatively backward.
3. Rural teachers have little pressure for self-development and insufficient internal drive. This is mainly due to the low level of professional development of middle-aged and elderly teachers in rural areas, and the negative effects of demonstration can not be ignored. Of course, we can't blame the old rural teachers for their lack of progress and low level. However, because rural families pay less attention to children's education than urban children, and rural children's learning ability is far less than that of urban children, teachers have a lot of work to spend on things that should be managed by parents. The academic atmosphere of teaching in rural schools is generally not strong, and young teachers are easy to slack off in such a "relaxed" environment.
Second, specific measures to train young teachers in schools
Based on the above understanding, I think the key to improve the teaching quality of rural middle schools lies in the cultivation of young teachers. In addition to actively participating in training activities organized by competent departments at all levels, the following measures can be taken.
(a novice on the road, "pull out the seedlings and encourage them."
In recent years, the newly recruited teachers in rural middle schools are all teachers with bachelor degree or above, and all aspects of quality are relatively high, but after all, they are novices, and their teaching practice experience and teaching theory application are still blank. In order to make them have extraordinary progress and development, we can take the way of "pulling out the seedlings to encourage them".
1. Let the new teachers who have been employed for one or two years serve as the teaching task of the senior high school entrance examination subjects in the ninth grade graduating class; Let the teachers who have been on the job for one or two years serve as grade leaders, teaching and research leaders and school youth league Committee cadres; These measures of "pulling out seedlings and encouraging them" put a heavy burden on the shoulders of new teachers, and they must go all out to improve them. It also gives them more opportunities to exercise, so as to stand out faster.
Step 2 pair up. The growth of new teachers depends on the guidance and help of old teachers, and pairing mentoring activities is a good method. From lesson preparation guidance, lecture guidance, homework guidance, lecture guidance and so on. Outstanding backbone teachers at the district, city and county levels have become important undertakers of the mentoring system. Of course, the cultivation of new teachers needs the efforts of the preparation group and even the whole teaching and research group.
3. Check this book. It is obviously not enough to train new teachers only through mentoring. School leaders must ask questions directly and always care. Not only should we always check the new teachers' lesson preparation books and corrected exercise books, but we can also let them write down the excerpts of reading education books, understand and connect with reality, write down the problems, puzzles and feelings encountered in teaching, check this book regularly, communicate with new teachers, and help them out of difficulties, review theories and transform their abilities in a targeted manner.
(B) Teaching evaluation, "fascinating"
Carrying out various teaching evaluations is an important means to cultivate young teachers and promote their professional growth. Teaching design evaluation, classroom teaching evaluation, speech contest, teaching case evaluation, teaching story evaluation, educational paper evaluation, etc. These also set up a stage for young teachers to show themselves and attract young teachers to show their teaching charm tirelessly.
1. Comprehensive observation of teaching competition. Carrying out school-based teaching and research activities with teaching and research groups as units is the basic way for young teachers to help each other develop. The school-wide class competition once a semester gives young teachers a spiral track of professional development, which enables young teachers to pay attention to the basic skills of practical teaching, grasp all aspects of classroom teaching, teaching reflection and theoretical learning in a microscopic way, and gradually form a certain innovative ability.
2. Catfish effect of selecting talents. Once the school attaches importance to selecting middle-level cadres from young teachers, young people will have goals, hopes and pursuits. Therefore, under the premise of not violating public opinion, introducing some new people in the evaluation of teaching business at the right time gives people an unexpected and reasonable feeling, which enables young teachers to be effectively enabled and gives more young teachers a feeling of going their separate ways. He will be more and more diligent and diligent, and his teaching ability will be stronger and stronger.
Integrate into the community and "do as the Romans do"
In recent years, rural middle schools have been taken care of by national policies and supplemented with many "special post" teachers. Many of these teachers are foreigners. It is a task that can not be ignored to let these teachers adapt to the local living environment as soon as possible and understand the local folk customs so as to facilitate the smooth development of teaching work.
1. Learn dialects. Teaching and educating people needs language communication and communication most. Students can use Mandarin, but it is a pity that teachers can't understand if students speak dialects. Communicate with parents, many parents are not used to communicating in Mandarin. On some occasions, speaking Mandarin is too serious, and speaking dialects may be more respectful, cordial, easy-going and harmonious.
2. Encourage home visits. Home visit is an important way to know about students and their families. Through home visits, we can also understand the human and geographical environment in which students live, so as to find the root causes of many students' problems, and then carry out targeted educational activities.
Third, the discussion of the problem
The cultivation of young teachers is a systematic project, which requires multi-party cooperation and long-term efforts. At present, there are still many problems in this respect, which need to be studied and discussed.
1. Training funds for rural young teachers is an urgent problem. Insufficient investment in education will definitely affect the efforts of schools and relevant departments to train young teachers, especially the lack of special funds, randomness, lack of initiative and persistence.
2. Under the background of urban-rural integration, how to effectively allocate teachers, the most critical teaching element, through rational flow (especially from urban to rural areas, rather than blindly losing outstanding young teachers in rural areas), so as to promote the balanced development of urban and rural education and finally solve the problem of "training young teachers in rural areas".
Can the training certificate of backbone teachers in the national training program be used as the basis for the selection of backbone teachers? The training certificate of backbone teachers in the national training program can be used as a reference for the selection of backbone teachers, but it is not the only basis.
How to train backbone mathematics teachers to invite him to open classes repeatedly, and then evaluate them face to face;
Send him out to class repeatedly, and then come back to transplant class;
Repeatedly asked him to write papers and participate in research.
Of course, this is not something that can be done in a day or two.
How to train young backbone teachers Therefore, emancipating the mind, renewing ideas, grasping opportunities, and establishing and creating a mechanism for young teachers to stand out are important guarantees for improving the overall quality of teachers. First, the first step in selecting seedlings to train young backbone teachers is to select seedlings. There are three criteria for selecting seedlings: 1. Teachers' morality The young backbone teachers trained must have "three hearts and two loves", that is, the determination to engage in education for life; Hard-working, not afraid of hardship, pioneering and innovative enterprises; A high sense of responsibility for students; Love the socialist motherland; Love education. 2. The teacher is very talented. The young backbone teachers must have the professional knowledge and skills of teachers, be able to independently handle teaching materials, choose teaching methods, effectively monitor the teaching process, have certain teaching and scientific research capabilities, and be able to use modern teaching technologies and equipment. 3. Teachers' knowledge. Young teachers who receive training must have qualified academic qualifications, solid professional knowledge, extensive knowledge and broad interests. Second, laying a foundation means that the school should create conditions, lay a solid foundation for the young backbone teachers to be trained, build a successful stage and provide a successful way. 1. Thought guidance.
How to train young backbone teachers 2 1 century is a century of fierce international economic and technological competition. In all kinds of competition, the competition of talents is the key. Therefore, it is an urgent and arduous task for education to cultivate qualified talents and improve people's comprehensive quality. With the deepening of the curriculum reform of basic education, the requirements for teachers are constantly improving. Building high-quality teachers is the key to realize the transformation of basic education in China from exam-oriented education to quality education. Therefore, strengthening the construction of teachers plays a vital role in the survival and development of a school, especially the young teachers and backbone teachers, which are the pillars supporting the future development of school education and directly related to the quality and development of the school.
Yanshan Middle School in Tianjin is a complete middle school reformed from an ordinary middle school in 2004. With the change of school-running system, great changes have taken place in the individual quality and overall structure of school teachers: the existing knowledge structure of teachers has not adapted to the development of established middle schools, and the proportion of young teachers in the structure of teachers, especially those who have joined the work in recent years, is increasing, and they can really complete the teaching of lieutenant colonel. Few teachers make Yanshan teaching brand, and the backbone teachers in the teaching team are out of file. Since 2004, our school has taken two-pronged measures, namely, transferring key teaching teachers and recruiting young undergraduate graduates, and strived to promote Wanwan to enter the ranks of Wanwan Excellence as soon as possible. During the "Eleventh Five-Year Plan" period, our school experienced two rounds of supervision and evaluation (the evaluation of education and teaching in Jixian County and the supervision and evaluation of running a school in Tianjin). In the evaluation, urban experts earnestly pointed out that in order to continue to develop Yanshan school, we must speed up the construction of teachers, especially the training of young backbone teachers. The rapid development of the school needs a team of diligent teachers. It is urgent to speed up the training of young teachers. Therefore, the cultivation of young backbone teachers and academic leaders has become the focus and breakthrough of the construction of teachers in our school. How to educate and train young backbone teachers and guide them to adapt, develop and mature as soon as possible is the "most important thing" to realize the school-running goal of Yanshan Middle School in Tianjin, practice the school-running concept of "let teachers and students learn life correctly, happily and harmoniously, and lay the foundation for their all-round development" and improve the quality of education. After more than three years of exploration and practice,
First of all, build a quality target system for young teachers and backbone teachers.
1. Improve the political quality and professional ethics of young teachers and key teachers, and carry out ideological education throughout the training process. Focus on cultivating five kinds of consciousness of young teachers and backbone teachers: ① enterprising spirit, which requires young teachers and backbone teachers to establish a correct outlook on life and values, consciously link their work with the future of the country and the destiny of the nation, and establish the idea of loving the school as their home and devoting themselves to education. (2) Educational consciousness requires young teachers and backbone teachers to realize that the responsibility of education is not limited to imparting knowledge and cultivating ability, but also to make the educated develop good behavior habits and noble moral sentiments, take teaching and educating people as their own responsibility, establish all-round educational ideas, and cultivate students' thoughts, knowledge and ability as one. (3) Teachers' awareness, attach importance to establishing an equal and harmonious relationship between teachers and students, consciously play an exemplary role, influence and educate students with teachers' personality strength, and resolutely put an end to bad words and deeds such as "corporal punishment of students, discrimination against poor students, reprimanding parents and asking for property". (4) Collective consciousness. Education often needs collective cooperation to achieve results. Young teachers and backbone teachers are required to establish the idea of "individual labor, collective achievement", correctly handle the interests of individuals, collectives and countries, strengthen the sense of cooperation and collective honor, and unify combat effectiveness and productivity. ⑤ Discipline consciousness, which transforms the normative requirements into conscious behavior and overcomes the work attitude of freedom of thought, sloppy behavior, indifferent collective concept and haggle over every ounce.
2 to focus on business construction, follow the growth law of young teachers and backbone teachers, and put forward different requirements in stages.
1) Adaptation period of young teachers. It refers to the period of 1 ~ 2 years when young teachers haven't completed the role transformation, and their ideas, manners and manners can't keep up with the changes of roles, so they can't enter the teacher's role well. Therefore, they are required to make four changes: ① change from passive consciousness to active consciousness, and take the initiative to experience the joys and sorrows of teachers' profession. (2) The consciousness of imitation should be transformed into the consciousness of setting an example, and teachers should consciously play an exemplary role. (3) Change from random consciousness to strict consciousness, and establish the idea of strict education. ④ Change from conformity consciousness to originality consciousness, and form your own preliminary independent opinions. By understanding the history of the school and the deeds of advanced teachers, we can stimulate their sense of collective honor, professional honor and use. Give careful guidance in business and eliminate their strangeness and fear of education and teaching.
(2) The stable period of young teachers. Refers to the period of working for 2 ~ 4 years. In view of the lax situation of young teachers after completing the role transformation, they are required to achieve "three hearts": peace of mind education, persistent teaching and educating people, and learning from old teachers with an open mind. Self-management should be "three strictness" (strict morality, strict education and teaching, strict training and learning), "four research" (research on teaching objectives, contents, methods and types of homework) and "five unification" (unified requirements, progress, emphasis on difficulties, examination and assessment) to promote the continuous improvement of young teachers' professional quality.
(3) Young teachers' innovation period. Refers to the period of working for 5 ~ 6 years. At this time, young teachers should be led to the front line of teaching, scientific research and scientific research, and three "early" requirements should be met: opening public classes earlier, participating in educational research earlier and taking up leadership positions earlier. Encourage young teachers to make contributions in their posts, strive to find another way and seek innovation.
(4) Training period for young backbone teachers. Refers to the working period of 6 ~ 10 years. At this time, young backbone teachers must fight in the front line of teaching, scientific research and scientific research, and demand two things: to give public classes, to participate in educational research, to be stable in leadership positions and to love the front line. Do your work in your own post, make achievements, constantly sum up experiences and lessons, open up a unique road and form your own unique teaching style.
(5) The excellent period of backbone teachers refers to the period of 15 years or more. At this time, we must push young backbone teachers to all lines of teaching, scientific research and scientific research, and demand three "ones", "do what you do and love what you do; Do a little, be steady; Learn a little, do a little ":start classes abroad, participate in educational research, and hold leadership positions." "Do a good job in the post, make achievements, open up a new situation, form your own unique teaching style, leave no regrets, enrich the treasure house of the motherland's education and teaching theory and practice methods, strive to be a famous teacher, and strive to make your middle school a famous school.
Second, broaden training channels and ensure the effectiveness of young teachers and backbone teachers through various channels.
1. School leaders attach importance to cultivating young backbone teachers in their daily work. Help, motivate and force young backbone teachers to move in their own direction.
A, leaders go deep into the front-line guidance of education and teaching, adopt methods such as using their strengths, using their love, using their changes, etc., fully mobilize and maintain their work enthusiasm, and implement the whole process of quality management and tracking.
B, "one gang, one" and "pairing": in daily work, we adopt the way of "bringing the old with the new" to find pairing teachers for young teachers and young backbone teachers, select famous teachers inside and outside the school for young teachers, carry out two-way selection, form mentoring, and carry out "one gang, one" activities.
2. Organize young teachers and young backbone teachers to carry out a large number of lectures and evaluation activities. The school not only creates as many young backbone teachers as possible to go out of the school gate to participate in research activities related to city and county competition courses, but also requires young teachers and backbone teachers to attend as many public classes as possible, and stipulates the number of hours to attend classes inside and outside the school, so as to learn from the lessons, learn from each other's strengths and make great progress in teaching.
3. Pay attention to guiding young teachers and backbones to accumulate achievements. The school actively cultivates the achievement consciousness of young teachers and backbone teachers, guides and encourages young teachers and backbone teachers to sum up teaching rules in time, actively writes experience articles, actively contributes to newspapers and periodicals, and deepens and classifies practical experiences and experiences in time, constantly summarizes, accumulates and improves. The school records the award-winning teachers in the archives as the main basis for evaluating outstanding teachers, teaching and research activists and evaluating teachers' performance.
4. Organize young teachers and backbone teachers to carry out various activities, such as: mentoring demonstration classes, apprentice performance classes, watching videos of famous teachers' classes, observing high-quality classes, inviting experienced teachers to take demonstration classes, focusing on class competitions, paper competitions, courseware competitions, software competitions, heterogeneous lectures and lecture competitions in the same class, etc. , regularly take various forms to focus on training young teachers and backbone teachers. At the same time, according to the specific situation of each young teacher, organize backbone teachers to repeatedly guide and temper some "young seeds" to make them stand out as soon as possible. Give patient guidance and guidance in ideology and teaching skills, make them familiar with education and teaching as soon as possible, become qualified teachers, and strive to become excellent teachers on this basis.
5. Combination of education, scientific research and team building. The school regards education and scientific research as an important way to build a backbone team of young people and takes the road of "scientific research and education". Pay attention to the backbone role of young backbone teachers in education and scientific research, take the process of subject research as the process of teachers' training and improvement, build an education and scientific research network in our school, encourage teaching and research groups and teachers to choose sub-topics for research, and guide teachers to establish a comprehensive quality development concept, a people-oriented student concept, a democratic and cooperative teaching concept, a high-quality and efficient benefit concept, a comprehensive and fair evaluation concept, and guide their teaching practice with advanced educational theories.
6. The combination of careful cultivation and bold use. On the basis of careful training, the school tries to push young backbone teachers to the front line of teaching and research, and most of the open classes and research classes are undertaken by young backbone teachers. At the same time, outstanding young backbone teachers will be promoted to middle and senior leadership positions.
7. Invite experts to improve the educational, teaching and scientific research ability of young backbone teachers. Our county pays attention to the improvement and practice of their theoretical level of educational research. We invite experts to give special reports on education and scientific research for young backbone teachers. For example, when our school is doing the research on the national project "Embodiment and Infiltration of Scientific Literacy in Subject Classroom Teaching", the research on the municipal project "Cultivating Students' Personality and Improving Students' Comprehensive Quality", the research on the incentive method of classroom teaching in middle schools, and the research on the system construction and efficiency of psychological consultation room in middle schools, the members of the expert group regularly come to our county to guide the research work, and help the young backbone teachers of the research group to find problems and find solutions through theoretical lectures, lectures and seminars.
8. Leaders should focus on "teaching" middle schools and "doing" middle schools.
School principals, teaching principals, and directors of teaching and research sections give guidance to teachers in view of practical problems encountered in educational research. This kind of "teaching" middle school, "doing" middle school, and cooperation with peers have made our young backbone teachers realize the importance of educational research, not only mastering the basic theories and methods of educational research, but also improving their actual educational, teaching and scientific research capabilities.
Third, establish a good incentive mechanism to encourage teachers, especially young backbone teachers, to continue their studies.
1. It is clearly stipulated that all teachers must attend pre-service training.
2. Linking teachers' annual assessment, job promotion and year-end benefit distribution with their continuing education.
3. Pay attention to process inspection and guidance, earnestly establish teachers' conscious learning spirit and promote teachers' growth as soon as possible.
4. Send teachers with outstanding teaching performance and strong ability to participate in the training of key teachers at or above the county level, focusing on training young talents as famous teachers.
Fourthly, thinking about training young backbone teachers.
The cultivation of young backbone teachers in middle schools is a key project for the construction of teachers in our school at present and in the future. In the process of completing this work, we will encounter more new problems. Only by continuous thinking and exploration can we achieve better results in this work. Over the past three years, our practice has achieved certain results, explored some successful experiences and produced certain social effects, but there are also problems that need to be studied: we know that the cultivation of backbone teachers is to better promote the overall quality of teachers, to improve the quality of education and teaching, and to accelerate the realization of the goal of basic education reform. The education and teaching work of the school is jointly undertaken by all the teaching staff of the school. The improvement of the quality of school education and teaching and the realization of the goal of education reform are also based on the joint efforts of all faculty members. Although the number of backbone teachers can be divided from the municipal level to the school level, the backbone teachers are still an absolute minority. On the premise that "backbone" and "non-backbone" are always "minority" versus "majority", especially in the case that the current education and personnel system is not enough to digest low-quality teachers, how to deal with the organic combination and harmonious development of the cultivation of backbone teachers and the effective promotion of all teachers? Further research is needed.