In 2009-20 13, the training of all primary school teachers in our province will be based on the basic requirements of primary school teachers' professional growth and different development stages, and unified training standards will be formulated by disciplines and levels, and implemented in a planned and step-by-step manner.

1, training level and target

(1) new teacher training. The training targets include primary school teachers who are ready to take up their posts or have been employed for less than 1 year and have not yet been evaluated for their professional titles.

(2) Primary training. The training targets are teachers with secondary titles (including titles below secondary level) in primary schools.

(3) Intermediate training. The training target is teachers with primary school titles.

(4) Advanced training. The training targets are teachers with senior titles (including senior titles) or above in primary schools.

2. Training standards

The standard of the new round of training for primary school teachers in our province is the basic requirement of teachers' professional ethics and professional accomplishment in different positions. The training content includes the following seven modules: (1) ideological and moral cultivation; (2) Education and teaching theory; (3) Subject knowledge and skills; (4) subject teaching and research; (5) Educational and scientific research ability; (6) Educational technical ability; (7) The theory and method of the work of the class teacher. See attached table 1 for the courses of each module.

3. Training courses

The new round of all-staff training for primary school teachers in our province has different content modules and training courses according to different disciplines and positions. Training courses are divided into compulsory courses and elective courses.

(1) required course. Compulsory training courses at all levels are the courses that teachers in corresponding positions must participate in, and the requirements of course training are stipulated in the discipline training standards.

(2) Elective courses. Training courses selected by city and county training institutions or schools according to the individual needs of training objects in different regions and at different levels.

Details of courses at all training levels are shown in Table 2.

4. Main forms

The new round of off-the-job training for primary school teachers in our province adopts training methods such as off-the-job training at base, remote network training and school-based research.

5. Relevant requirements and measures

(1) Unified compulsory courses and teaching materials for all staff training in the province. Elective courses and teaching materials are selected by the city, county or school according to the local actual situation and the needs of training objects. Encourage cities, counties and schools to develop distinctive training courses according to the actual situation and carry out menu-based training.

(2) Provincial training institutions should conscientiously do a good job in the training of trainers and course instructors in cities and counties according to the needs of all-staff training, improve the professional quality of trainers, and ensure the smooth implementation and quality of all-staff training.

(3) Teachers' training institutions and schools in cities and counties should earnestly do a good job in the management and business guidance of school-based research, and organize activities such as expert guidance, backbone counseling and peer discussion in a targeted manner to ensure the effectiveness of training.

(2) Special training for teachers

1, teacher training program

Give full play to the role of special-grade teachers, academic leaders and backbone teachers, and earnestly do a good job in a new round of training for backbone teachers at all levels. Through advanced training (network training), subject research (special research), classroom teaching display, professional guidance and other forms, it not only gives full play to its leading role, but also promotes its professional growth.

2, the implementation of rural teachers' quality improvement project

(1) Continue to carry out off-the-job training for teachers in ethnic minorities and poverty-stricken areas, and send 160 outstanding rural young primary school teachers to participate in the one-year provincial-level training every year to cultivate the backbone and leaders of local schools.

(2) According to the actual situation, training institutions in cities and counties send promising young teachers from rural primary schools to study in advanced schools in urban areas in batches.

(3) Training institutions at the provincial, city and county levels should intensify training and teaching activities in rural schools, support rural school teachers to complete the task of training and learning for all staff, guide rural schools to carry out educational and teaching research, and provide professional guidance for school-based training.

(4) Encourage and support schools with higher education level in urban areas to establish friendly relations with rural schools, and improve the professional quality of rural teachers through "pairing", "hand in hand", on-the-job practice and follow-up training.

(5) Give full play to the radiation and leading role of township central primary schools, form a regular system of regional teaching and research such as collective lesson preparation, classroom teaching observation and research, and regularly carry out regional teaching and research activities to provide practical and effective support for school-based teaching and research training in local rural schools.

3. Synchronous classroom network training for urban and rural teachers.

This project will be based on classroom teaching, make full use of the network platform, enlarge the traditional collective lesson preparation function, organize teachers from urban and rural schools to attend classes online on the basis of excellent teachers taking the lead in class research, jointly carry out class evaluation research, and organize experts to provide professional guidance, so as to realize the complementary advantages of urban and rural education resources and obtain high-level expert guidance, improve teachers' own classroom teaching level, improve classroom teaching quality and promote the harmonious development of urban and rural education.

The project is planned to be gradually popularized in the whole province on the basis of pilot projects in some cities, counties and schools. The specific implementation plan shall be formulated separately.

4. Cultivation of educational technology ability

Pay attention to improving teachers' modern information technology literacy, continue to implement the Plan for Building the Educational Technology Ability of Primary and Secondary School Teachers issued by the Ministry of Education, strengthen the production of multimedia courseware, training and application of information network technology, and gradually carry out intermediate training and examination of educational technology ability on the basis of completing primary training and examination of educational technology ability.

5, class teacher training

According to the actual situation, continue to carry out the training of class teachers. By improving training activities such as training, discussion and experience exchange, the working methods of class teachers are continuously improved, and the quality and working level of class teachers in our province are improved as a whole. At the same time, pay attention to the construction of excellent class teachers and establish and enrich the training resources of high-quality class teachers.

6, weak subject teacher training

In view of the situation that some primary schools in our province (such as science and comprehensive practice activities) are short of teachers, the majors are not right, the high-quality training resources are insufficient, and the training efficiency is low, effective measures are taken to strengthen the teacher training of these weak disciplines.

(1) Teacher training institutions at all levels should attach importance to and strengthen the integration of teaching and research training resources, and promote the training of teachers in these weak disciplines through discipline teaching and research, school-based research activities and giving full play to the role of discipline teaching and research personnel.

(2) Provincial teacher training institutions will regularly carry out training activities for teachers in weak disciplines, not only for the provincial level, but also for the cities and counties, sharing high-quality resources, improving training efficiency and providing support for teachers in weak disciplines in cities and counties.

7, primary school discipline teaching and research personnel training

The training of teaching and research staff takes the subject teaching and research staff of township central schools as the training object, in order to strengthen the construction of primary school teaching and research staff and the professional leading work of school-based research in our province, and promote the subject teaching and research and teacher training in rural schools. Primary school teachers and researchers participate in continuing education for a total of not less than 48 hours each year, including no less than 24 hours of full-time training and study. The specific plan shall be formulated separately.

(3) Education cadre training

The training of primary education cadres in our province includes the training of primary school principals and the training of middle management cadres in primary schools. Among them, the training of primary school principals includes three levels: qualification training, improvement training and backbone training; The training of middle-level management cadres in primary schools is mainly aimed at primary school teaching directors, subject teaching and research team leaders and department leaders (grade leaders), and targeted classified training is carried out. The specific training plan shall be formulated separately.