Teachers' training school is a place for the professional growth of primary and secondary school teachers, which plays an irreplaceable role in basic education. To strengthen the construction of teacher training base, it is important to strengthen the construction of teachers and establish a complementary teaching model for full-time and part-time teachers; Take a multi-dimensional and three-dimensional form of teacher training, and the training content should cover all the contents of the appointment of primary and secondary school teachers; Schools should build a phalanx of teacher education research, lead all teachers to think and study, and make teachers a research group.
[Keywords:] base construction; Teaching staff; Training form; Training content; Teaching research; Functional localization
Teachers' training school is the place where primary and secondary school teachers grow up. In the 1980s and 1990s, its main task was to have a teacher's degree in compensatory education. With the completion of teachers' academic training, teachers' further education schools shoulder the heavy responsibility of continuing education for primary and secondary school teachers. Especially after entering the new century, the implementation of the new curriculum reform has made primary and secondary school teachers win unprecedented challenges. New teaching ideas, new teaching methods and brand-new subject knowledge structure urgently need teachers to update their ideas and change their existing teaching thinking. Facing the implementation of the new curriculum, teachers' further education schools need to do a lot of work: how to strengthen the training of teachers, how to change teachers from traditional teaching methods to new teaching methods, and teachers' professional quality and skills, which have aroused widespread concern in the teacher training department. However, from the point of view of many further education schools, it is difficult to shoulder this heavy responsibility, whether it is the status of teachers or the training methods and contents. The author has worked in a further education school for more than 20 years and would like to put forward some thoughts on the construction of a teacher base.
I. Construction of teaching staff
As a county-wide teacher training institution, it undertakes the glorious and arduous task of teacher training in the county. The quality of school teachers directly affects the reputation of the school and the quality of teacher training, so the construction of teachers' team in continuing education schools is very important. Judging from the current situation of teachers in many further education schools, teachers in many schools have low initial education, poor professional quality, lack of ideas, short teaching experience and little rural work experience, and cannot undertake the heavy responsibility of teacher training. Based on this situation, I think we should start the construction of teachers from the following three aspects:
First of all, it is necessary to widely absorb the county's educational elites as full-time teachers. Further education schools should not be places where "related" teachers provide for the elderly, nor should they be hotbeds for some educational hedonists, but places where urban education elites gather. I remember that in the early 1980s, the teachers in a county further education school were all well-known teachers transferred from primary and secondary schools. They are outstanding in professional courses and enjoy a certain reputation. These people go to primary and secondary schools to train teachers, and the teachers are convinced. Teachers are conscientious and responsible in training, students cherish learning opportunities, and teachers generally reflect the high professional quality of teachers in further education schools, and the teaching methods are worth emulating and winning praise from all walks of life. High-quality teachers are the foundation of teachers' continuing education institutions, and also the fundamental needs of one side's educational development. To improve the quality of teachers in normal schools, on the one hand, educational administrative leaders must realize the importance of training institutions and cannot put training institutions in a dispensable position; On the other hand, it is necessary to establish a reasonable mobile system. For those who are not suitable to work in further education schools, it is best to let them exercise in primary and secondary schools for a few years to enrich their experience and improve their professional quality, and then come back to school to shoulder the heavy responsibility of being trainers.
Secondly, there should be a large number of well-known part-time teachers in cities. Modern education requires the school to be an open system, and the construction of teachers in continuing education schools should have an open consciousness. It should not be limited to in-service teachers in schools, because teachers who work in the front line for a long time have many training needs. They are experts in a certain subject and the best education and training resources. However, due to the need of work, they can't become teachers in continuing education schools. The best way to make effective and rational use of these resources is to absorb them as part-time teachers. When they need to give lectures, they can extend the lecture time and return to work after the lecture. 20 1 1 1 I was lucky enough to go to Langfang Teachers College to participate in the national training project in Hebei Province-manager training. The practice of organizing the training department of Langfang University is to find famous teachers from training institutions such as Beijing, Tianjin and Hebei through the Internet, and then send invitations to invite them to give lectures. These teachers are all part-time, professional and insightful. Such a teacher management model has been welcomed by students. Teachers' training schools may wish to adopt this method, absorb a large number of local or foreign teachers as part-time teachers, and allow them to teach at any time according to the needs of students.
Thirdly, full-time teachers should often enter the classroom and constantly improve the quality of service. Teachers in further education schools should be experts in classroom teaching. They should not only have rich teaching practice, but also have profound educational theory, which is the need of their work. We found that some teachers in further education schools have not been in the same classroom for several years and have not given a training class for several years. This practice, which is far away from the classroom in primary and secondary schools, fundamentally deviates from the purpose of running a school. We know that the content of teacher training comes from the investigation and study of teachers in further education schools. Only by entering primary and secondary schools, approaching primary and secondary school teachers, and understanding their confusion in teaching, can we prescribe the right medicine and accurately grasp the training content that teachers need.
Second, the training methods and content selection
In fact, teacher training schools are synonymous with training. From the day it came into being, it has formed an indissoluble bond with teacher training. With its unique teaching form, it shows unparalleled teacher training function. Focus on: the training area is large-covering a county or even surrounding counties and cities; There are many trainers-including all primary and secondary school and kindergarten teachers in the area; There are many training contents-including professional ethics, professional thinking and discipline training. These trainings have undoubtedly injected new vitality into the growth of teachers and laid a solid foundation for the development of education in the county. However, from the actual situation, in recent years, due to the weakening of the function of continuing education schools, the training content and training methods are difficult to implement. According to my many years of experience, I think teacher training should do the following in terms of form and content:
First, we should adopt multi-dimensional training methods. The so-called multi-dimensional training refers to various types of training, such as centralized face-to-face teaching, mutual assistance among students and individual guidance. The so-called three-dimensional, refers to face-to-face communication between teachers and students, online Q&A, video chat and other training forms. The choice of teacher training form should be determined according to the needs of trainees and training objectives. Centralized face-to-face instruction is undoubtedly the most effective traditional training method. However, with the development of modern education and the emergence of modern information technology, the form of teacher training should be changed to a multi-dimensional direction, and the network-based training method is not only fast, but also can integrate sound, image and color, and its effect is incomparable to the traditional training method. Therefore, in the future training, further education schools should make full use of the advantages of modern information technology, flexibly adopt various training forms, and choose the training suitable for each teacher as much as possible.
Second, the training content should cover all aspects of teachers' practice as much as possible. The content of modern primary and secondary education covers all aspects of knowledge in the process of students' growth, and primary and secondary school teachers undoubtedly need to master these teaching knowledge. In addition, the knowledge needed for teachers' quality is also included in the training. To sum up, the content of primary and secondary school teacher training includes the following aspects: (1) professional ethics education. It includes: a responsible attitude towards students' lifelong development; Understand the sublimity of teachers' profession; Have a profound cultural accomplishment; Have a sense of service. The necessary professional qualities of these teachers are not formed in a day, and they need long-term study and training, which is the central content of teacher training. (2) Single subject and comprehensive subject knowledge. Single-subject knowledge is what we call sub-subject courses. Comprehensive curriculum is the innovation of new curriculum system and the integration of two or more disciplines. It emphasizes the relationship between disciplines, which is conducive to people's comprehensive understanding of the problem and helps to improve people's comprehensive quality. Therefore, it is urgent to produce a large number of comprehensive subject teachers who adapt to the new curriculum teaching. Of course, teacher training institutions should work hard on subject training. (3) Information technology knowledge. With the popularization of computers, modern information technology education came into being. Flexible use of multimedia technology in teaching has become a common thing for people. Teachers must master modern information technology and realize information inquiry, retrieval, communication and release on the Internet. Therefore, information technology education and training is also the main content of teacher training. (4) knowledge of class management. Class management under the background of the new curriculum advocates that teachers should be student-oriented, establish an equal and harmonious relationship between teachers and students, and realize the most effective classroom teaching. To achieve this goal, teachers need to seriously consider the personality and life requirements of modern students; The characteristics of experience and students' information exchange; Explore effective teaching methods. Therefore, the study of class management knowledge is an important part of teachers' continuing education. (5) Disseminating knowledge. Teachers need cooperation. In cooperation with students, parents, colleagues and members of society, he can get psychological support, draw strength, reduce the burden, enhance motivation and achieve success. Therefore, teacher training institutions should build communication scaffolding for teachers, teach them the knowledge of cooperation and improve their communication skills.
Third, the training place should be located in the school where the teachers work. Primary and secondary school teachers are a huge contingent of teachers. Teachers' further education school faces all primary and secondary school teachers in a county. It is difficult to achieve satisfactory results only by relying on dozens of teachers in the school to complete this big project of teacher training. To solve this problem, we might as well dissect the sparrow, let the primary and secondary schools in the county go their own way, work out the training plan of the school according to the actual work of the school, arrange the training content of the school teachers, and decompose it into the annual plan to implement. In this work, teachers in further education schools are leaders and principals in primary and secondary schools are organizers. Training institutions send teachers to be responsible for the teacher training in one or even several primary and secondary schools, and set the training place in the school where the teacher works, and train nearby, which is not only conducive to teachers' learning, saving a lot of money and expenses, but also convenient for the overall work arrangement of the school. This training method is actually an extension of standardized school-based training and an effective docking between training institutions and primary and secondary school teachers' teaching.
Third, the functional orientation of teaching and research.
Research is a basic function of teacher training institutions. If all teachers are researchers, then teacher trainers are organizers and practitioners of teaching research. The teacher research function of continuing education schools aims to lead primary and secondary school teachers to study their daily teaching work, such as a new teaching method, every problem encountered, a small question, a solution to a problem and so on. Trainers link these research contents one by one, form a regular summary, and then promote them to form a teaching method suitable for local characteristics. The research function of training institutions mainly starts from the following aspects:
First of all, we should form a phalanx of teacher education research. As a teacher training base-teacher training school, it is necessary to establish a phalanx of teacher education research with reasonable structure and complete disciplines, which can penetrate into primary and secondary schools in the city. In terms of teaching and research groups, primary schools should set up teaching and research groups for Chinese, mathematics, English and comprehensive (including thinking, physical education, music and other disciplines); Junior high schools can establish teaching and research groups such as Chinese, mathematics, English, physics and chemistry, history and geography. Of course, the teaching and research team leaders are the top business leaders of various disciplines in the county. They lead the teaching research and classroom teaching implementation of all disciplines in the county, and all disciplines should exchange needed goods and complement each other to form a phalanx for studying the professional development of primary and secondary school teachers. In recent years, the teachers' further education school in our city has strengthened discipline construction, selected teachers with more exquisite school business as teaching and research leaders, conducted regular surveys on the professional ability and teaching level of primary and secondary school teachers in the city, and summarized their research results. A number of research achievements in teacher education were reported in newspapers, which played an important role in leading the professional growth of primary and secondary school teachers in the city. Therefore, only by establishing an excellent teaching and research team can teachers' further education schools play their due role.
Secondly, we should encourage a large number of primary and secondary school teachers to participate in teaching research. There is only one difference between an educator and a teacher, that is, one can think and the other is just a rigid teaching. Thinking teachers can combine classroom teaching with reflection and internalize their own educational ideas, while teachers mechanically repeat yesterday's work without innovative skills. Teacher training institutions have an unshirkable responsibility to guide teachers to the road of teaching and research. Teacher training institutions should lead primary and secondary school teachers to participate in teaching research from the following three aspects:
First of all, we should guide teachers to think. At work, I found that many teachers lack the consciousness of thinking and only pay attention to teachers and celebrities. They are not confident, dare not doubt, and have no awareness of teaching and research. Some teachers think that 45 minutes after class is a big "full stop", and there are few "question marks" in their minds, let alone thinking. There are also some teachers who feel that they have no time to think and can't seriously think about their teaching work. Talking about improving teaching is bound to be empty talk. Therefore, teacher training institutions should guide teachers to think, analyze and summarize, so that teachers can truly become teaching and research experts.
Second, we should guide teachers to find ideas in research. We believe that a famous school must have a good teaching and research group, which absorbs good teaching experience, promotes successful practices and realizes the openness of teaching methods. When it comes to teaching research, teaching achievements, excellent courses and teaching reflection are trinity, triangle is complementary, and facade combination is indispensable. The publication of research results and scientific research papers is the condensation and conciseness of excellent teachers' educational thoughts. Therefore, teacher training institutions should not only guide teachers to do a good job in classroom teaching, but also guide teachers to learn and provide a platform for teachers to display their teaching ideas.
Third, guide teachers to write teaching papers. A successful teacher not only has good teaching methods, but also is good at summing up the gains and losses of teaching, writing down everything he has done in daily teaching, summing up the gains and losses of teaching and showing the lessons to the latter, thus enriching the treasure house of educational theory. This is what a successful teacher did. But in real life, how many teachers can seriously sum up their own teaching gains and losses? How many teachers are doing teaching research? Being lazy in thinking and neglecting research has almost become a major criticism of teachers today. Therefore, teachers' training schools should bravely shoulder the heavy responsibility of guiding teachers to write papers, lead teachers to find problems in life, analyze, study and summarize them, and write valuable papers, thus improving teachers' teaching taste.
Third, compile a textbook suitable for local teacher training every year for training. As a teacher training institution in a county, normal schools not only have a heavy accumulation of educational and teaching theories, but also have the responsibility of spreading local educational and teaching ideas. It is a professional growth base for teachers, which integrates teaching, training, research and dissemination of educational ideas. In recent years, educational administrative departments at all levels have adopted quantitative methods to evaluate and issue certificates, and defined them as "continuing education schools that meet the standards" or "continuing education schools that meet the standards for teachers", which not only affirmed the school's hardware construction and teacher status, but also recognized the overall function of the school. Unfortunately, many further education schools have not analyzed and summarized the professional development of local teachers, and there are few teacher training materials suitable for the professional development of local teachers. In this regard, the teacher training school in Fengfeng Mining Area, Handan City, Hebei Province has set an example. They publish a textbook on the professional development of local teachers every year to lead the professional development of teachers in their jurisdiction. Therefore, teachers' further education schools should publish more theoretical books with guiding value in combination with local teaching practice to promote the professional development of local teachers.
Generally speaking, teachers' training school is a base for teachers' professional growth in a county, which plays an important role in the development of local basic education. The construction of high-standard teacher training institutions needs the strong support of the local government and education administrative departments, the active participation of all primary and secondary school teachers in the service area, and the improvement of the professional level, teaching and research ability and service awareness of teacher training schools. It is important for training institutions to make great efforts in teacher construction, training form and content, teaching and research functions, and give full play to their role in promoting teachers' professional development in basic education.
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