The development of the school needs a group of backbone teachers with high professional level and outstanding backbone teachers with their own educational advantages and characteristics to lead the whole teaching team to grow. Teachers' professional growth refers to the continuous development of teachers' educational concept, knowledge structure and educational ability after they join the work. Because of the dynamic and developmental nature of education, educational skills and quality can only be recognized and improved continuously in education and teaching practice. In the process of implementing the new curriculum, teachers should be trained in various ways based on the school to promote their professional growth.

First, reading-an important way for teachers' professional growth

Although the professional growth of teachers is greatly influenced by their environment, it is more important to rely on their own mentality and actions. Teachers should not be "passive recipients" of professional development, but should be active constructors of their own development. "Consciousness" and "autonomy" should be the key words of teachers' professional development. It is reflected in the independent consciousness and ability of professional development, that is, teachers can consciously take responsibility for their own professional development, consciously reflect on the past and present state, make plans for the future development level, direction and degree, and consciously work hard according to their own professional development goals, plans and ways to become the masters of their own professional development. Only by fully stimulating the internal motivation of teachers' professional development can teachers' growth move from spontaneous to conscious, from individual to group. It can be said that no excellent teacher is directly produced in normal colleges, and all excellent teachers grow up in the process of work. Therefore, we must take a proactive attitude, look for all useful educational resources, and make use of every possible opportunity to learn from books, experts, students, society and practice. When a teacher knows what he wants and is eager to get them, he will not give up any chance that may lead to success. He will use, discover and create various opportunities and conditions, consciously study, pay attention to the advanced experience inside and outside the school, draw inferences from others, pay attention to accumulating his own practical course, and conduct theoretical reflection and promotion. It can be said that teachers' awareness of independent development is the most critical factor for their growth.

Second, training-improving theoretical literacy.

A good teaching and research group must be able to adapt to the development of the times and constantly update the concept of education and teaching. Members of the teaching and research group must have high political and cultural quality and strong organizational ability. All teaching and research groups in the school should lead teachers to actively carry out school-based training and special training. Through theoretical study, teachers can form the habit of theoretical study and practical reflection, constantly improve their ability to study and solve practical teaching problems, improve the ability of school-based curriculum development and construction, and integrate daily teaching with teaching research and teachers' professional growth. The most effective way to train young teachers is to go out and invite them in. All teachers who go out of campus training should take a report-based promotion class on campus after returning to school, which not only improves the training teachers' own education and teaching level, but also broadens the horizons of young teachers on campus. The main channel of in-school training is to use the weekly business study time to organize teachers to learn the theory of education and teaching reform published in newspapers and periodicals at home and abroad, and to invite educational experts or famous teachers to teach at school. Schools should create a good atmosphere for members of teaching and research groups to improve their professional quality, and teachers should consciously participate in academic learning and internalize theoretical learning into conscious action.

Third, prepare lessons collectively-give play to the advantages of the team. The new curriculum concept advocates cooperation, which not only refers to students' learning methods, but also refers to teachers' teaching and research methods. Giving full play to the team spirit, each teacher's specialty, learning from each other's strong points, and Qi Xin's concerted efforts to strengthen the cooperative relationship between teachers will always bring surprising innovative thinking and teaching design, so that the originally weak individual teacher can walk out of the closed circle, and each teacher's personal advantages will be integrated into the collective wisdom. In the past, every teacher had to prepare the content of a book, which not only took a long time, but also was not very particular about the content of each unit and class. It is time-consuming and inefficient, and even some teachers simply "copy the teaching plan" in order to cope with the inspection. Collective lesson preparation should adhere to the principle of "resource sharing, complementary advantages, appropriate addition and subtraction, and reflection after class". First, the time, place and personnel of preparing lessons are institutionalized: taking the teaching and research group as the unit, preparing lessons collectively in each office at a fixed time every week; Secondly, the content of preparing lessons and the institutionalization of active and standby personnel: each teaching and research group prepares one or two units to prepare lessons carefully and deeply. In the weekly teaching and research group activities, the main lesson preparation teacher first explains the overall thinking of the lesson preparation unit, the key and difficult points of each lesson, the teaching design and the preparation of teaching AIDS. Other teachers make detailed records in the textbook while listening, and then the whole group of teachers discuss it together, work out a relatively perfect lesson plan, and copy the lesson plan of this unit to the computer; Thirdly, personality modification is institutionalized: each teacher recreates the collective lesson preparation plan according to his personal teaching style and class learning situation, making it a personalized lesson plan suitable for personal characteristics and class teaching; Fourthly, timely feedback is institutionalized: concentrate the collective wisdom of the teaching and research group, reflect on the effect in time after using my personalized teaching strategy, make a postscript, exchange and summarize the gains and losses, and form a habit. Teaching reflection is the only way for teachers to change from experience type to research type and expert type. This kind of reflection is not a "review" in the general sense, but a reflection. Thinking, exploring and solving problems in all aspects of education and teaching are all research-oriented. Self-reflection is the basis and premise of school-based research, which can be divided into three stages: before teaching, during teaching and after teaching. Reflection before teaching is forward-looking and can make teaching a conscious practice. Reflection in teaching helps to improve teachers' teaching adjustment and adaptability, and reflection after teaching helps to improve teachers' teaching summary ability and evaluation ability. Teachers used to be researchers, but now they become researchers and practitioners of reflection. Reflecting on one's own teaching practice, teaching behavior and teaching effect can update teaching concepts, improve teaching behavior and improve teaching level, so that teachers can truly become masters of teaching and research.

This is the "three-level lesson preparation" that we usually advocate: independent lesson preparation, repeated lesson preparation and perfect lesson preparation. Bring your own, after the teacher arranges the task of preparing lessons, prepare the teaching design in advance according to the requirements of preparing lessons; Resume, when the lesson preparation group is active, the teacher of the lesson preparation group gives lectures first, and the members of the lesson preparation group give opinions on the gains and losses of the lesson plan, and the teacher of the lesson preparation group modifies the lesson plan according to the opinions of the members; Perfection: each teacher supplements the teaching plan according to the actual situation to make it more perfect, and fills in the "notes after teaching" in time after teaching to complete the "teaching reflection".

This method has three advantages: first, it can make each teacher concentrate on preparing one or two units of lessons, which improves the quality of each teacher's lesson preparation; Secondly, it also lightens the burden on teachers, saves time and gives each teacher more time to devote to classroom teaching. Third, brainstorm, "collide thinking with thinking, ignite wisdom with wisdom", give full play to the "group research wisdom" of the teaching and research group, and truly share resources and complement each other.

Due to the dynamic generation of classroom teaching in the new curriculum, collective lesson preparation should advocate the change from static lesson preparation to dynamic lesson preparation while preparing lessons from individuals and groups. As lesson preparation is a lifelong feeling, not just words written on paper, collective lesson preparation should be changed from written lesson plans to lesson plans combining words and thinking.

Fourth, collective evaluation-case-oriented school-based training.

Teaching, giving speeches, attending lectures and evaluating classes are the routine work of reflective teaching and research in schools, and collective evaluation of classes is also the daily teaching and research work in many schools. In the teaching and research orientation of collective evaluation, it conforms to school-based training. Collective assessment is a meaningful case-oriented training. Taking vivid classroom teaching examples as the carrier, through the comments and analysis of class examples, we can jointly extract the problems and puzzles in teachers' daily teaching, and then jointly design a breakthrough plan, which is verified by teaching practice, thus improving the quality of teaching and research.

Several school-wide teaching and research activities are held every semester (including school-level evaluation, open day observation, blue plan report, excellent teacher demonstration, etc.). )

, forming a good situation of "everyone builds a stage, one sings a play, and everyone benefits", which provides a platform for teachers to collectively evaluate classes. Organize bottom-up collective evaluation, that is, the lesson preparation group will exchange and evaluate the lesson first, and then organize all teachers to evaluate the lesson in the form of "preaching" or "salon" and "training", so as to create a dialogue, democracy and enlightening discussion atmosphere for teachers to evaluate the lesson collectively. In the process of collective evaluation, everyone should have a division of labor for each participating teacher. Teachers at the learning level should make records of classroom records, senior teachers should sort out and preach lesson evaluation drafts or cases, expert teachers should try their best to refine instructive teaching problems and teaching puzzles, and all participating teachers should discuss and communicate.

Collective evaluation should achieve the following objectives: First, the evaluation direction. Collective evaluation takes teaching as the medium and lessons as the carrier, gathers teachers' vision, puts forward and solves common teaching problems, and helps teachers find the direction of teaching research; Second, evaluate the progress. Some people say: "extensive communication between teachers is the most effective way to improve teaching ability." Teachers often get teaching inspiration from the generation of collective discussions with strong research atmosphere, and some get inspiration by finding solutions to problems through communication, which can accelerate the improvement of teachers' teaching and research ability; Third, judge unity. Every collective evaluation is a valuable learning. The interaction, communication and sharing among teachers will encourage teachers to discover, appreciate and accept each other with an open mind, and promote the unity among teachers.

At present, collective evaluation is still in the passive stage of "demonstration teaching-dialogue and reflection". In order to promote the further development of teachers' profession, we should not only keep case teaching and research focused on discussion, but also guide teachers to open the whole process of reflection including behavior follow-up: before class, refine teachers' real teaching puzzles or problems and design teaching with practical problems to be solved; In class, teaching is carried out by exploring strategies and methods to solve problems; After class, we choose the topic of multi-party dialogue and self-reflection, and strive to introduce the technology of video case, which will trigger the collision of teachers' thinking and enhance the theoretical aquatic products of case discussion and the depth of teachers' rational thinking.

Fifth, try to attend classes-create a broader communication platform.

Although the school has been promoting group learning, teaching and research within the group, and school-based training, it is inevitable that some teachers will still "build a car behind closed doors" according to individual classes. Therefore, schools should strive to build a platform for teachers' autonomous learning, communication and display, and provide effective support for teachers' education and teaching improvement, class management self-reflection and their own professional development. Children's nature is to pursue novelty, liveliness and change, but in the current relatively closed classroom, it is difficult for students to access and enjoy all high-quality education and teaching resources, at least not to communicate with all teachers in this grade. Then, the school should make great efforts to create an opportunity for children to "welcome teachers of this grade to our class", and first satisfy children's small wishes, so that they can learn to adapt to different teachers, obtain different information and improve their interest in learning knowledge in the process of zero-distance contact with teachers of this grade. Based on these two needs, the school can try out the teacher shift system. Measures can be changed from curriculum to group leader, grade to pilot, and teachers of each research group should do off-duty experiments first; Or the pilot teacher introduces the experience and lessons of shift work, and then promotes advanced experience, suggesting that the teaching and research group implement the full shift work system.

Each teacher's teaching style is different, and the training focus of each class is different. Every class is carefully prepared and designed. It can be said that a class is an open class. In the last class, we cooperated with different teachers. From the students' own point of view, we improved our adaptability to different teachers, felt different teaching styles, and realized the freshness brought by different teachers in class, which satisfied children's desire for innovation and change, and mobilized students' interest in learning as much as possible.

Different classes and different characteristics are an excellent exercise and test for teachers' organizational teaching mechanism, which improves teachers' ability to adjust teaching strategies according to different learning situations. As a substitute teacher, I have realized the differences of students' thinking, study habits and language literacy in different classes, which is helpful to find out the problems that I have neglected in my daily education and teaching, and to better improve my education and teaching management ability and level. At the same time, after the end of teaching, we can reflect and correct the problems in teaching more comprehensively and deeply; Third, the teacher's gains. As a listener of the same grade and a "bystander", you can find your own shortcomings and deficiencies in the teaching and class management of this class. Through the class, the teacher who attended the class no longer saw a class, but a grade and a whole. By making a horizontal comparison between students and teachers, it is no longer an individual and special phenomenon, but a comprehensive and universal phenomenon. Therefore, it is of great significance to the teaching and research level of the grade group and the progress of the team.

In order to achieve the teaching and research purpose of sharing high-quality resources and communicating effectively, it is far from enough to try to move classes based on this teaching and research group. Therefore, it is also possible to plan and realize the attempt of taking classes in grade classes, taking classes across grades and taking classes across schools. The gradual implementation of the shift system is to urge teachers to learn from different educational objects and educational situations, and gradually improve and improve their educational and teaching ability and accomplishment.

Teachers' professional growth can not be separated from the standardization of the effective management system of the school, the cooperation and exchange between the teaching and research group and the preparation group platform, the exploration and practice of classroom teaching, and their own dedication and efforts. Only by coordinating the above four conditions can teachers' professional growth be effectively promoted.