Guiding opinions on vigorously promoting the management of training credits for primary and secondary school teachers
0 1.？ Summary of opinions
Understand opinions.
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1 How will teacher training change?
Implement the credit system management of teacher training and deepen the reform of training management.
●? All localities should focus on vigorously promoting the management of teacher training credits, focus on building a standard system of training credits, scientifically plan training courses, actively promote the selection of teacher training courses, improve the examination and confirmation system of training credits, and establish and improve the application mechanism of training credits conversion.
●? The provincial education administrative department should establish a teacher training curriculum system by layers, classifications and disciplines according to the relevant provisions of the National Standards for Teachers' Profession, the Standards for Teachers' Education Curriculum and the Standards for Teachers' Training Curriculum, and combine the actual needs of local primary and secondary education and teachers' professional development, reasonably set up compulsory courses and elective courses, and give corresponding credits to different levels and types of training courses.
●? Teachers' participation in teaching and research activities confirmed by education administrative departments at or above the county level can be included in training credits.
●? Conditional areas should carry out autonomous learning and selection of teachers, and support teachers to choose training courses, training institutions and training time independently.
I said influence.
It seems that our teachers will get "credits" through training like students in the future. However, this is also good. After all, teacher training can be more standardized, right?
2 How is the training course structured?
Provide different levels of teacher training courses, and strengthen the pertinence and systematization of training content.
●? Training institutions should attach importance to the development of training courses, scientifically formulate training course construction plans, focus on improving the curriculum research and development capabilities of training teams, and strive to provide targeted and distinctive serialized training courses.
●? Teachers should make personal development plans, make clear their own development stages and training needs through ability diagnosis, and put forward a menu for selecting training courses, so as to provide a basis for education administrative departments and schools to make training plans, design training programs, select training institutions and carry out training performance evaluation.
●? Primary and secondary schools should formulate school-based research plans, design school-based research projects and develop school-based research courses in a targeted manner, focus on solving teachers' daily education and teaching problems and promote teachers' independent development.
●? County-level education administrative departments should earnestly strengthen the audit and evaluation of the planning, design and implementation effect of school-based research in primary and secondary schools.
I said influence.
In the past, teachers often complained that their training was not standardized. This course will be more professional after reasonable planning and standardized process formulation. Moreover, our teacher can also propose the menu of training courses, which also gives us some autonomy. I believe that the future courses will definitely be more "appetite" for our teachers.
How to convert 3 credits?
Establish a norm for the recognition of teachers' training credits and realize the reasonable conversion of class hours credits.
●? Provincial education administrative departments should scientifically determine the credit structure system of teacher training, clarify the total number of credits, and put forward requirements for the proportion of credits for national, provincial, municipal, county and school training and teachers' independent research.
●? The reasonable formulation of the conversion method between training hours and training credits should reflect the difference between training level and students' learning effect. The higher the training level, the higher the credit value, the better the learning effect of students, and the higher the credit value of the same training hours.
●? First-line outstanding teachers who undertake training tasks should convert corresponding credits according to different training levels.
I said influence.
In the past, training was just "going through the motions" for many teachers, even if they came back to write a report and summarize it. The Opinions stipulate that the conversion of credits should also reflect the differences in learning results-this time, not only credits should be taken, but also credits should be taken.
What are the procedures for credit identification?
Strict assessment of teacher training credits, standardized training assessment.
●? The provincial education administrative department shall, in accordance with the process of "declaration of primary and secondary schools, examination of cities and counties, and identification at the provincial level", standardize the procedures for identifying teacher training credits, and ensure that the identification results are objective and effective.
●? The training task undertaking institution shall timely feedback the trainees' participation and learning results to the relevant education administrative departments or the primary and secondary schools where they are located.
●? City and county education administrative departments shall establish teacher training files to record key information such as courses, learning results and hours and credits.
●? Primary and secondary schools regularly declare teacher training credits in accordance with relevant requirements, and the municipal and county education administrative departments conduct annual audits and feed back the results to the primary and secondary schools where teachers are located.
●? The provincial education administrative department shall regularly identify teachers' training credits and feed back the results to cities and counties.
I said influence.
The Opinions also explains the process of credit recognition, in which we can make it clear that in the future, the training of our teachers should be recorded and certified regularly.
Can credit certification be linked to academic education?
Explore the establishment of a credit bank for teacher training to promote the connection between non-academic training and academic education.
●? Provincial education administrative departments should explore the establishment of teacher training credit banks, record and store the results of teachers' participation in training and independent research, support the inquiry, accumulation and conversion of training credits, and provide services for colleges and universities to recognize training credits and incorporate them into academic education.
●? Support universities and teacher training institutions to establish a linking mechanism between non-academic training and academic education through curriculum linking and mutual recognition of credits, build an "overpass" for teachers' professional growth, broaden teachers' lifelong learning channels, and promote the construction of a learning society.
I said influence.
Many teachers are interested in continuing to improve their academic qualifications. This opinion brings us good news-our training credits can also be mutually recognized with university studies. I believe that more teachers will join academic education in the future, and this connection will also reduce the burden on these teachers.
6 credits are not enough or even affect the formal registration qualification?
Strengthen the application of teachers' training credits and promote teachers' professional development.
●? Strictly implement teacher training credits as a prerequisite for regular registration of teacher qualifications. During the validity period of each registration, teachers must complete the training credits stipulated by the provincial education administrative department before they can register.
●? Teachers' training credits are a necessary condition for teachers' professional title evaluation, performance appraisal and evaluation.
●? Incorporate the management of teacher training credits into the index system of school-running level evaluation, principal evaluation and county-level education supervision.
I said influence.
It seems that training is really important to our teacher. Insufficient credits will even affect the result of our formal registration qualification, and we need to evaluate the excellent, the first and the professional title. Teachers, what are you waiting for? You must study hard and make progress every day!
How do teachers enter their own credit system?
Promote the information management of teachers' training credits and improve the efficiency of training management
●? All localities should rely on the information management platform to promote the information management of the whole process of teacher training, learning and selection, credit examination and determination, credit conversion and credit application, optimize management processes and improve management efficiency.
●? Establish training electronic files for each teacher, and provide a basis for effectively promoting the application for training credits.
I said influence.
Relying on the Internet, the credit information management system can really make our credit information system faster and more efficient.
How to implement the credit system?
Strengthen organizational guarantee and implement the management responsibility of teacher training credits.
●? The state provides macro guidance to the management of teacher training credits in various places.
●? Provincial education administrative departments should co-ordinate the implementation of teacher training credit management, formulate measures for the implementation of teacher training credit management according to this opinion and report to the Ministry of Education for the record, speed up the formulation of training credit standards and the construction of information management platform, guide, monitor and evaluate the management of city and county training credits, and do a good job in the identification of phased teacher training credits.
●? City and county education administrative departments should formulate detailed rules for the implementation of local teacher training credit management, improve the organization of training credit management, do a good job in training credit audit, and strengthen the guidance and supervision of schools involved in related work.
●? Schools should scientifically declare and manage teachers' training credits, and truly and effectively feedback the effectiveness of teachers' training and learning.
I said influence.
From the state to the local government, we all do our job. I believe that our teacher training credit system will be released soon!
02. What are the requirements of the Opinions for education departments and schools?
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Education administrative department
? All localities should rely on the teacher information management platform to carry out the whole process of information management of teachers' participation in training and credit records, and improve management efficiency.
? The education administrative departments of cities and counties should strengthen the guidance and supervision of the school's participation in related work.
? City and county education administrative departments shall establish teacher training files to record key information such as courses, learning results and hours and credits.
? According to the credit standard, teachers' training cycle can be planned in layers to continuously promote teachers' professional development.
Primary and secondary schools
? Schools should scientifically declare and manage teachers' training credits, and truly and effectively feedback the effectiveness of teachers' training and learning.
? Primary and secondary schools regularly declare teacher training credits in accordance with relevant requirements, and the municipal and county education administrative departments conduct annual audits and feed back the results to the primary and secondary schools where teachers are located.
? Primary and secondary schools should formulate school-based research plans and design school-based research projects in a targeted manner to promote teachers' independent development.
Primary and secondary school teachers
Teachers can make personal development plans according to the credit standard, define the "training demand menu", choose courses independently, and improve the pertinence of training.
03. What makes people "shine at the moment" in the Opinions?
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①
Promote the majority of teachers to carry out autonomous learning and selection.
The "Opinions" clearly stated that efforts should be made to build a training credit standard system.
Why do you make this request?
The construction of the credit standard system will help all localities to scientifically formulate the teacher training cycle plan and annual plan, help training institutions to establish teacher training curriculum systems of different levels, categories and disciplines, and help teachers to choose courses on demand.
②
The "gold content" of training credits is very large.
The "Opinions" clearly put forward that it is necessary to formulate a reasonable conversion method between training hours and training credits to reflect the difference between training level and students' learning effect.
Why do you make this request?
At present, the simple conversion of hours and credits in many areas can not reflect the differences in training level and learning effect, and can not motivate teachers to participate in training and learning.
In the conversion of hours and credits, the recognition system of training credits based on different training levels, different students' learning effects and different levels of undertaking training tasks embodies the "gold content" of training credits, which will greatly mobilize the enthusiasm of teachers to participate in training.
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Building an "overpass" for teachers' professional growth
The "Opinions" clearly stated that it is necessary to explore the establishment of a teacher training credit bank and promote mutual recognition of training credits in colleges and universities.
Why do you make this request?
The establishment of training credit bank will promote the mutual recognition of training credits in colleges and universities, establish a connecting mechanism between non-academic training and academic education, build an "overpass" for teachers' professional growth, and broaden teachers' lifelong learning channels.
The establishment of training credit bank will strongly promote the cooperation among universities, county training institutions and first-line schools, and promote the integration of teachers' pre-service training and post-service training.
④
Teachers' training credits will be effectively used.
The "Opinions" proposes to combine training credits with teacher management, school evaluation and education supervision; Strengthen the monitoring and notification of teacher training credits, implement monitoring responsibilities at all levels, and timely release annual and regular monitoring reports.
Why do you make this request?
At present, there are some phenomena in the management of training credits, such as inadequate implementation, inadequate utilization of achievements and failure to play an incentive role.
This can strengthen the effective application of teachers' training credits, combine teachers' participation in training with their own professional sustainable development, establish teachers' training files based on teachers' information management platform, and timely record key information such as teachers' courses, learning achievements, hours and credits, which will play an important supporting role in teachers' progress, sustainable and lifelong growth.
04. What kind of training does the teacher want?
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It only works on appetite.
For the majority of teachers, the realistic pressure is that the most important index for social evaluation of a school is score, and so is the school's identification of teachers. The pursuit of scores will naturally become the capital for teachers to settle down.
Teachers' inner ideals and realistic helplessness are obviously misplaced. Because the training is required by the superior to be included in the assessment, teachers have to participate passively, so it is normal to cope with mixed classes, and the training effect will naturally not be ideal.
So, what do teachers need?
They need not only the guidance of ideas, but also the skills to practice them. Teachers are most interested in effective means to improve their grades-"I am interested in anything that can help me improve my grades and help me stand in school, and I am willing to learn." Otherwise, I refuse. There is nothing wrong with teachers pursuing grades.
However, most of our training stays at the conceptual level, with many plans and courses designed around theoretical knowledge, little attention paid to teachers' specific teaching practice, and no "learning" content for classroom owners-students, so if we want to "speak" well, it is still out of touch with teachers' actual needs.
Imagine if we can design some specific methods and means to improve the teaching effect under the guidance of ideas, add some content close to teachers' teaching practice, and then carry out real training around the analysis of learning situation, the design of learning tasks, the evaluation of learning process and the improvement of teaching behavior. What an appetite for the teacher!
Only connecting "local gas" is useful.
Education authorities or schools put "treasure" on experts or professors, ignoring that successful training should be completed by a team, which leads to a great discount on the training effect.
The reasons for not receiving "local gas" are as follows-
The lack of pertinence in the content of "high above" is the primary reason.
Teachers may have a high academic level, but they don't know the actual situation of basic education. Therefore, the curriculum design is not grounded, and the lectures can't grasp the key points. They can only be a hammer in the east and a stick in the west. Some teachers even moved what they said elsewhere, and some improvisations were difficult to resonate with the participating teachers.
The second is the lack of interaction.
Most lecturers are talking to themselves, so it is difficult for lecturers to participate and interact. Although some teachers are invited to ask questions, they just go through the motions and talk about problems according to their own understanding, but the problems they talk about are the key issues they think, not the problems raised by teachers, so they can't solve the practical problems of training teachers in actual teaching.
This requires local schools to do research before training and fully solicit teachers' opinions. The content of training should be generated from the needs of grass-roots teachers, discussed repeatedly, selected the problems that need to be solved urgently, and then decided where to train and which experts and scholars to hire according to the needs. Before training, you can send the training content to the teacher to see if it is appropriate and needs to be adjusted.
Moreover, training does not have to go to other places and prestigious schools, but should be good at using local materials. There are some famous teachers in many places, especially in the front line of teaching. Their teaching experience is often the most in line with local characteristics, more targeted, and easy to exchange and learn. We must be good at digging. People often walk into a strange circle and always feel that famous teachers from other places are good. "The water in other places is sweeter than that in their hometown."