No matter in study or at work, many people have had the experience of writing papers and are familiar with them. Thesis is a tool for academic communication. Still at a loss for the paper? The following is my model essay on continuing education for primary and secondary school teachers for your reference, hoping to help friends in need.

Papers on Continuing Education for Primary and Secondary School Teachers 1- Current Situation of Teachers' Continuing Education in Yiliang County

1. A considerable number of rural primary and secondary school teachers have insufficient understanding of continuing education.

For rural teachers, especially older teachers, education and teaching work has always been based on their own understanding. Ignore the new ideas and methods mentioned in continuing education. These new ideas and methods are, after all, the fruits of exploration and practice-brainstorming. Only when you understand them and reflect on your own teaching can you find out the shortcomings, and you can make progress when you know them. You don't need electronic whiteboards and projectors to use many ideas.

2. Financial issues

The treatment of teachers in the western region is generally poor, especially in rural areas. In the past ten years, the funds for teachers' continuing education in western rural areas have been almost entirely borne by teachers themselves. Although some schools in our county have reimbursed teachers for participating in continuing education in recent years, in addition to training fees, they have to bear a lot of accommodation and living expenses. For the above reasons, many teachers are reluctant to participate in continuing education.

Second, measures to improve teachers' continuing education in Yiliang County

1. Improve the quality of training teachers themselves.

At present, the quality of a considerable number of training teachers needs to be improved. The quality of training teachers directly determines the attitude of participating teachers to continuing education: First, change the previous single training method, make full use of modern education and teaching theory, and train primary and secondary school teachers with relatively new teaching methods and skills. Second, the trainer is specially trained. Select personnel from the units undertaking continuing education to participate in special training organized by relevant experts and scholars from universities and educational and scientific research units across the country. These experts and scholars have a high understanding of China's primary and secondary education, participated in curriculum reform, and understood advanced educational theories and methods. By training local trainers, they can improve the overall quality of trainers and better serve local continuing education and training. Third, local continuing education and training are divorced from reality, which to some extent stems from the reason that training teachers do not understand primary and secondary education. Therefore, training teachers must conduct some research on the current rural primary and secondary schools every year, enter the classrooms of primary and secondary schools, find out all kinds of problems encountered in primary and secondary school teaching in time, and find corresponding solutions in combination with the specific conditions of rural primary and secondary schools. Only in this way can we solve the confusion encountered by teachers in training and really attract teachers to participate in and attach importance to continuing education.

2. Diversified training forms

First, the school-based training model. Based on the school where teachers teach, using the existing educational resources of the school, the main learning content is to explore the problems that teachers need to solve in teaching practice. Focus on solving specific problems in teachers' teaching and summing up practical experience. Second, experts lead the way of education. Let experts and scholars and primary and secondary school teachers with certain attainments participate in continuing education together, and improve the overall quality of teachers through expert argumentation and under the guidance of new theories provided by experts. Third, the centralized training mode. This model is the most widely used one at present. Teachers use holidays to go to designated schools for a period of continuing education, complete training subjects through centralized training, and finally achieve their goals through examinations. Fourth, the mode of sending teachers to the countryside. Some trained college teachers are allowed by the relevant departments to take advantage of weekends or winter and summer vacations to conduct short-term education and training in rural towns, so as to facilitate local teachers to complete continuing education and training. Fifth, the distance training mode. Using the convenience of online education, the curriculum standard of teacher training is formulated, and the learning and training platform is established to realize the sharing of curriculum resources for quality education. Distance education and training will be a revolutionary way of learning for the generation, construction, development and exploration of classrooms and the understanding and exploration of new educational concepts.

3. Improvement plan to improve the effectiveness of training

First, improve the training content, close to the front-line teacher education and teaching practice. Taking improving teachers' teaching skills as the main training content, taking typical teaching cases as the carrier, creating a real classroom teaching environment, closely combining with the school teaching practice, and carrying out skills training with distinct themes, so as to facilitate the transformation of training results in teaching practice. Second, change the training methods to improve the effectiveness of teachers' participation in training. According to the characteristics of teachers' learning, strengthen the training link based on the teaching scene and entering the real classroom. Through on-the-spot diagnosis and case teaching to solve practical problems, on-the-job training and situational experience are used to improve teaching behavior, and action research and reflective practice are used to enhance educational experience to ensure the effectiveness of training. Third, strengthen the autonomy of training and stimulate the motivation of teachers to participate in training. Try to establish a mechanism for teachers to choose courses independently, create opportunities for teachers to choose training content, time, methods and institutions independently, and meet teachers' individual needs. Establish a pilot training credit certification system and reasonably convert credit hours. Taking training credits as a necessary condition for teachers' performance evaluation can stimulate teachers' training enthusiasm and promote the transformation of training results in teaching practice.

4. Change the concept of rural primary and secondary school teachers.

With the progress of the times and the development of society, teachers' knowledge and concepts must be updated. Both old teachers and new teachers should constantly learn to change their educational ideas and establish new educational concepts. Realizing teachers' own specialization through continuing education.

The government should increase the funds for continuing education.

The government should change the concept of continuing education, increase investment, provide certain transportation and living subsidies to teachers who participate in continuing education, and reduce the economic burden of rural teachers.

In a word, the development of rural primary and secondary school teachers' continuing education in Yiliang county depends on the improvement of the quality of training teachers and the change of their roles. They are not only trainers, but also teaching researchers, and also guides to apply new ideas and methods to teaching practice. It also depends on the change of teachers' concept and the policy support of higher government departments. It is hoped that rural primary and secondary school teachers will actively participate in continuing education, so that rural education can keep up with the pace of the times and add a beautiful stroke to China's education.

The combination of positive psychology and continuing education of primary and secondary school teachers can promote primary and secondary school teachers to reflect on the relationship between teachers and students and stimulate their positive emotions, which is also an objective requirement for the construction of teachers in the new era. This paper analyzes the significance and feasibility of applying positive psychology to the continuing education of primary and secondary school teachers, points out that positive psychology can provide new ideas for the continuing education of primary and secondary school teachers, and explores the application path of positive psychology in the continuing education of primary and secondary school teachers.

Keywords: positive psychology; Continuing education of primary and secondary school teachers; Teacher development

First, the emergence and connotation of positive psychology

Positive psychology is a brand-new psychological concept put forward by American psychologist Martin. 1998 in seligman. In the past, the main purpose of psychology was to treat patients' psychological trauma and deal with psychological problems in the way that doctors treat patients. This traditional psychology is also called negative psychology. Different from negative psychology, positive psychology is mainly devoted to the study and excavation of human development potential and virtue, which requires psychologists to explore human potential with appreciation, study human positive personality, pay attention to human survival and development, and emphasize human value.

Second, the significance of combining positive psychology with continuing education for primary and secondary school teachers

First, positive psychology enriches the content of continuing education for primary and secondary school teachers. Continuing education is an important method to improve the teaching level of primary and secondary school teachers, and it is of great significance to improve the education system and promote the development of primary and secondary school teachers. Traditional continuing education usually includes professional ethics training, professional knowledge and skills training. However, with the development of society, various research fields intersect with each other, so the continuing education of primary and secondary school teachers should learn from the development theories of other disciplines and broaden the road of their own reform. On the basis of absorbing the research results of traditional psychology, positive psychology explores, discovers, verifies and predicts the path of human beings towards happiness and perfection by empirical methods, which enriches the content of continuing education for primary and secondary school teachers, increases the educational ideas and thoughts that traditional continuing education lacks, broadens the original reform path and promotes the development of continuing education for primary and secondary school teachers.

Thirdly, the feasibility of applying positive psychology to the continuing education of primary and secondary school teachers.

First, the concept of positive psychology conforms to the goal of continuing education for primary and secondary school teachers. People who maintain a positive attitude are more likely to maintain a good attitude in adversity, overcome adversity and succeed. Positive psychology emphasizes the cultivation of positive emotions and qualities and the construction of a positive social organization system, which embodies a concept of positive education.

Fourthly, the path of applying positive psychology to the continuing education of primary and secondary school teachers.

(A) enrich the content of continuing education for primary and secondary school teachers

Since the reform and opening-up, China's economy has been developing and the education system reform has been deepening. The education department pays more and more attention to the continuing education of primary and secondary school teachers. Continuing education is the continuation of school education, an important part of lifelong education in China and a major change in educational concepts. It provides all educators with the concept of lifelong education and lifelong training, and supplements and updates knowledge through continuous education and training [6] to supplement knowledge loopholes. As an important part of psychology, positive psychology has absorbed many theoretical research results of psychology and contributed to the development of many disciplines. These excellent research results can also be used for continuing education in primary and secondary schools, providing new ideas for the reform of continuing education in primary and secondary schools, adding new contents to the training of primary and secondary school teachers, making up for the shortcomings of the original education in the process of continuous social development, and enriching and perfecting the contents of continuing education. The continuing education of primary and secondary school teachers should not only make up for teachers' knowledge defects and update their knowledge structure, but also pay attention to teachers' all-round development. However, the reality of teachers' continuing education often cannot get rid of the shackles of traditional education and ignores the all-round development of teachers, which can be compensated by positive psychology. Positive psychology emphasizes tapping human potential and cultivating positive personality, which is of great benefit to improving teachers' quality and promoting their all-round development. It can be seen that positive psychology can make up for the defects of traditional continuing education in primary and secondary schools in promoting the all-round development of teachers and make the content of continuing education more perfect.

(B) adjust the object of continuing education for primary and secondary school teachers

At present, the continuing education activities of primary and secondary school teachers are obviously planned and managed. The training of primary and secondary school teachers from primary and secondary schools, counties (districts), cities, provinces to the national level is usually "compulsory honor and welfare", so primary and secondary school teachers themselves have no right to express and choose whether to agree to participate in continuing education. This "compulsory" continuing education will prompt the educated objects to express their dissatisfaction with the current continuing education activities through "soft boycott". "Soft boycott" means that primary and secondary school teachers often express "consent or willingness to learn" in front of the organizers (managers) of continuing education, but in actual continuing education activities, "they are in their hearts and in their hearts". In other words, formal training is essentially "carrying" other tasks in the training class. After receiving continuing education, some primary and secondary school teachers did not apply the educational knowledge gained in the training to practical education and did not give full play to their initiative. In addition, the teachers participating in the training may come from different majors, with different levels and different participation purposes, hoping to learn different knowledge from the training. However, the teachers and teaching equipment of continuing education schools are limited, so it is impossible to adopt different teaching schemes for different teachers, and the teaching content can not take care of all the teachers who participate in the course training. According to positive psychology, when the innate needs such as autonomy, ability and relationship are met, it is easiest to stimulate people's intrinsic motivation. Applying the concept of positive psychology to the continuing education of primary and secondary school teachers, trainers can increase their emotional input, give teachers some room to play, and make them have more initiative and enthusiasm, which is of great benefit to the training effect, can improve the enthusiasm of teachers' continuing education, can better serve the individual needs of different teachers and enhance the effect of continuing education.

(C) to strengthen the management of continuing education for primary and secondary school teachers

According to the current management system in China, the continuing education of primary and secondary school teachers is basically the responsibility of teachers' further education schools or education and training units in all districts and counties. The continuing education of primary and secondary school teachers is to improve the professional knowledge and skills of primary and secondary school teachers through continuing education in accordance with the unified arrangement and plan of the education administrative department. Undeniably, the development of continuing education activities for primary and secondary school teachers has greatly improved the quality level of primary and secondary school teachers in China, enhanced their professional ability, and made contributions to the rapid development of primary and secondary education in China. However, due to the supervision and assessment of primary and secondary school teachers' continuing education, sometimes the administrative subject is absent, sometimes the management functions overlap, and even some education and training laws and regulations have loopholes, which leads to the inefficiency of primary and secondary school teachers' continuing education management and is difficult to fully stimulate their subjective spirit. In a word, there are still many shortcomings in the current management mechanism of continuing education for primary and secondary school teachers in China. The purpose of positive psychology is to promote human beings to explore their own positive forces and make people pursue happiness spontaneously. The continuing education of primary and secondary school teachers is mainly through organizing primary and secondary school teachers to participate in continuing education activities, constantly improving the overall teaching ability of primary and secondary school teachers, and urging primary and secondary school teachers to better play the role of hard gardeners who provide high-level education quality. Both primary and secondary school teachers' continuing education and positive psychology contain people-oriented ideas. Applying the theory of positive organization system in positive psychology to the management activities of primary and secondary school teachers' continuing education will help solve the problems of low efficiency and weak teachers' subjectivity in the management process of primary and secondary school teachers' continuing education, which is conducive to the development of primary and secondary school teachers' continuing education activities. The application of organizational system theory in positive psychology can enhance the vitality of continuing education management of primary and secondary school teachers and make the development prospect of continuing education of primary and secondary school teachers brighter. The organizational system theory in positive psychology can also improve the attitude and view of the whole social environment on the continuing education of primary and secondary school teachers, so that the whole society can form a good atmosphere to support the continuing education of primary and secondary school teachers, thus helping primary and secondary school teachers overcome the resistance of continuing education and promoting the smooth and effective development of the continuing education management activities of primary and secondary school teachers.

Papers on Continuing Education for Primary and Secondary School Teachers 3 I. Significance of Continuing Education for Primary and Secondary School Teachers

The purpose of continuing education is to update knowledge structure, improve professional knowledge, expand creative ability and supplement professional and technical level through self-study or organized training. For primary and secondary school teachers, on the one hand, continuing education can improve their academic level, and more importantly, it can update outdated knowledge and concepts in time, thus expanding their horizons and perfecting their knowledge structure to meet the new requirements of social development and education and teaching.

Second, the problems and causes of continuing education for primary and secondary school teachers

1. Teachers participate in the utilitarianism of continuing education, and their attitude is not positive.

A considerable number of teachers do not realize the importance of continuing education in essence and are unwilling to participate in continuing education. Even if they participate voluntarily, their purpose is clear: either to get a diploma or to score points for evaluating professional titles. I don't realize that continuing education is to improve my comprehensive quality and practical work ability. Therefore, even if teachers are organized to participate in continuing education, a single teacher is just a formality, and the effect is not ideal.

2. Continuing education courses lack pertinence, teaching methods and courses are single, and teacher training is not strong.

Objective train is various, but unsystematic and outdated, which can't reflect that requirement of the times. In terms of training methods, they are basically single lectures, which are boring and scripted. Students can only passively accept them below, let alone participate in classroom teaching. The teaching effect caused by this teaching method can be imagined. If the training is organized by the Institute of Education, the teaching effect will be much better, because it has a strong faculty. However, there are often no full-time teachers in the training organized by the education authorities, and some leaders or several famous teachers are invited to give lectures temporarily. The teaching content is often large and comprehensive, lacking pertinence and maneuverability, which can not meet the teachers' acceptance of new educational theories and mastery of modern educational technology in this discipline.

3. The workload of primary and secondary school teachers is heavy, and time is hard to guarantee.

It is difficult for primary and secondary school teachers to spare special time to study, and the contradiction between work and study is prominent. Many schools can't arrange for teachers to go out to participate in continuing education, and once teachers go out to study, there is no corresponding substitute teacher. However, many continuing education hours are arranged during working hours, and many teachers can only adjust classes, work overtime and even make up lessons for students on Sundays. In this way, continuing education will not only fail to achieve the original intention, but also increase the burden on teachers. Even if some training is arranged on Sundays or holidays, some teachers are reluctant to attend because they take up their rest time.

4. Training funds are borne by teachers themselves, which increases the economic burden of teachers.

At present, most primary and secondary schools can't afford the funds for continuing education, and the expenses for primary and secondary school teachers to study and train abroad are mainly borne by themselves. Especially for primary and secondary school teachers in remote and weak rural areas, their salaries are already very low, and the training expenses are entirely borne by individuals, which undoubtedly increases the economic burden of teachers. In some places, the level of education and training is not high, but there are many names and high training costs. If most of the expenses are borne by themselves, it will greatly affect the enthusiasm of primary and secondary school teachers to participate in continuing education.

Third, thoughts and suggestions on continuing education.

1. Provide perfect system guarantee for teachers' continuing education.

The implementation of teachers' continuing education needs perfect system guarantee. At present, many countries have special laws and regulations on on-the-job teacher training. However, in China, the laws and regulations of teachers' continuing education are still not perfect, and there are no regulations on training time and funding guarantee. However, many experts and scholars have clearly suggested to further establish and improve the on-the-job training system for teachers, which urgently requires the state to introduce corresponding laws and regulations.

2. Appropriately liberalize the enrollment of master of education.

It can be said that Master of Education is a new method of continuing education for primary and secondary school teachers and an important way to improve their academic qualifications and quality. Master of education is different from academic master, and its training process is mainly based on courses, which is more focused on practice than academic master. At the same time, when teachers study in universities, they can not only learn the most cutting-edge theories and the latest educational concepts, but also experience the strong learning and academic atmosphere on campus and get close to famous teachers. This kind of study will definitely get twice the result with half the effort. Therefore, if you can participate in the master of education, the quality and scientific research ability of teachers will be greatly improved. At the same time, the rise of academic level is also conducive to improving teachers' self-confidence and social status, thus indirectly and positively affecting teachers' teaching mentality and improving teachers' teaching level. However, it is a pity that according to the current regulations, Master of Education only enrolls students among in-service middle school teachers, and primary school teachers have not yet become them. Therefore, the author suggests that the enrollment of master of education can be appropriately liberalized, so that primary and secondary school teachers are eligible to participate in learning.

3. The administrative department of education should enhance the service consciousness and take the lead in changing the concept.

Education administrative departments at all levels should establish the consciousness of serving teachers, offer high-level and high-quality continuing education and training according to the local education development and teachers' actual requirements, objectively consider the training venue and time, choose training venues close to each other, avoid occupying teachers' class time, and adopt flexible and diverse training methods to reduce teachers' burden. At the same time, the administrative department of education should further change its concept, improve its understanding of the study of educational theory, take the improvement of teachers' theoretical level as an important task, actively provide opportunities and conditions for teachers' education and training, and effectively make continuing education a way of serving teachers.

4. Carry out school-based training to improve teachers' scientific research ability.

School-based training can make up for the blindness and one-sidedness of current training and improve the pertinence of teacher training. Actively use outstanding teachers, academic leaders and backbone teachers, develop school-based training resources suitable for themselves, carry forward the school-running concept and teaching characteristics, and continuously enrich the ways of continuing education. At the same time, teachers are encouraged to carry out academic research on the problems existing in the teaching process, improve their scientific research ability, and constantly form a strong academic atmosphere.

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