Under the influence of lifelong thinking and the promotion of educational reforms such as quality education and innovative education, the project of teachers' continuing education in China has entered the stage of full implementation. At the same time, the new curriculum also puts forward new requirements for teachers' continuing education. In the specific implementation process, there are many problems and deficiencies in the curriculum system, curriculum concept, curriculum structure and curriculum implementation mode of teachers' continuing education in China. Through the analysis and research of these problems, the measures and methods to solve these problems are put forward from the aspects of promoting teachers' specialization, improving teachers' creativity and cultivating teachers' practical ability and scientific research ability.
Paper Keywords: teachers; Continuing education; Problem research
I. Research background
The new curriculum reform is being carried out vigorously, which provides a rare opportunity for teachers' continuing education and also poses a severe challenge. The Outline of Curriculum Reform (Trial) stipulates: Teachers' colleges and other institutions of higher learning that undertake the task of training and training basic education teachers should adjust their training objectives, specialty settings, curriculum structure and teaching methods according to the objectives and contents of basic education curriculum reform. The continuing education of primary and secondary school teachers should focus on the curriculum reform of basic education. ? With the smooth progress of the new curriculum reform of basic education, teachers' continuing education must be reformed in training concepts, training models and training methods.
Whether the new curriculum can be implemented smoothly depends on whether the quality of teachers can meet the requirements. Because for the school, the new curriculum will trigger an educational reorganization activity, in which the most active factor is people (teachers and students). Teachers are the core factor of change, and the change of teachers' role and identity in the teaching process is the focus of change. Therefore, it is imperative to deepen teachers' understanding of the new curriculum, improve teachers' ability and level of implementing the new curriculum, and make teachers enter the new curriculum as soon as possible. Compared with the original curriculum, the new curriculum system has made great innovations and breakthroughs in curriculum function, structure, content, implementation, evaluation and management. This reform has brought severe challenges and rare opportunities to teachers. At the same time, the new curriculum puts forward new requirements for teachers' continuing education. Then, what kind of knowledge and information should continuing education convey to students? This is the first problem to be solved in teachers' continuing education under the new situation.
No matter from the curriculum content or the curriculum concept, the original curriculum content system of teachers' continuing education needs to be reconstructed, and it is urgent to re-study and reform the continuing education curriculum. Curriculum reform has always been the core part of education reform. It is a historical task entrusted to us by the times to re-study teachers' continuing education curriculum reasonably to better reflect its positioning and significance in the new era. Therefore, it is both objective and legal to choose curriculum research as a breakthrough in the reform and development of teachers' continuing education.
Second, the existing problems
At present, the curriculum system of teachers' continuing education in China is mainly divided into two categories: one is the curriculum system of academic education, which is not much different from the training curriculum of full-time normal colleges, and generally adopts the forms of off-the-job learning, correspondence and face-to-face teaching; Second, non-academic education is a training curriculum system aimed at improving teachers' occupation and teaching level. In terms of training methods, there can be different levels of short-term training, special lectures, field observation and learning, broadcasting and other distance education.
Since 1977, the education department has taken various ways and forms to pay close attention to teacher training, such as teaching materials and teaching methods training, vocational qualification examination and systematic education. By 2000, there were 3,248,608 full-time junior high school teachers in China, with a qualified rate of 87.08%. This laid the foundation and created the premise for teachers' continuing education in China.
But today, more than 20 years later, the whole world is marching towards the knowledge age, and the requirements for people's ability are getting higher and higher. The explosion of knowledge and information makes individuals lack all kinds of knowledge even if they spend their whole lives, and the speed of knowledge renewal is accelerating. Continuing education and lifelong education have become common sense all over the world. At this time, the main task of the human brain is no longer to remember, but to find connections, find problems and solve problems creatively. The main task of education is no longer to impart knowledge for the sake of imparting knowledge, but to enable students to learn to learn to learn to innovate, fully explore human potential and fully develop people.
Teachers' knowledge and talents cultivated by the original curriculum system can no longer meet the needs of modern change and must be changed. The main problems are as follows:
1. The curriculum system of teachers' continuing education is unscientific.
At present, many training institutions have two extremes when planning and designing continuing education courses and teaching contents: first, because they emphasize the advanced and scientific nature, they apply the model of academic education in ordinary normal universities, that is, all courses are complete. Continuing education is a non-academic education, and it is impossible for students to have sufficient and sustained time to complete their studies. The consequence is that students are often looking forward to it. Ben. Sigh, hard-working people have a little taste, and lazy people are shelved. And so many courses make students lose their time to think and explore practice. Obviously, such a curriculum system is unscientific and formal. Second, due to the emphasis on pertinence and effectiveness, deviation from the teaching plan and syllabus, piecemeal, ignoring the knowledge update and the overall improvement of teachers' quality, the stage and continuity of training are destroyed, and the curriculum and teaching content are out of touch and unsystematic.
A large number of short-term amateur teachers' continuing education makes teachers physically and mentally exhausted, and excessive unified and centralized training also hinders the formation of teachers' teaching style. Many areas use teachers' weekends and holidays for training. However, due to the heavy workload of teachers, teachers' rest days were occupied, which caused most teachers' complaints. In addition, teachers participate in training mostly because of external policy pressure, and whether teachers can participate in training depends on the arrangements of their schools. Therefore, the trained teachers are completely in a passive position in the choice of training time, training form and training content. In addition, the absolute authority of teachers in training makes the whole process of teachers' continuing education lack of atmosphere, thus inhibiting teachers' learning initiative. 2. Teachers' concept of continuing education curriculum is backward. Nowadays, many people (including teachers themselves) have three misunderstandings about teachers: First, they mistakenly believe that education and ability are equivalent, and the higher a teacher's education, the stronger his ability. As a result, many teachers desperately pursue high academic qualifications. Once they get their academic qualifications, they feel that they can rest and do not need to systematically improve their studies. Second, it is wrong to think that teaching experience and teaching level will increase simultaneously, and that the longer the teaching time, the richer the experience and the higher the teaching level. This understanding leads to the phenomenon of seniority among teachers based on age, which makes it difficult for young teachers? The latecomers come to the top? . Third, I mistakenly think that I am not afraid of hardships, and I can be a good teacher if I work hard. These misunderstandings have also caused the deviation of teachers' continuing education curriculum.
Among these misconceptions, the most common problem is the supremacy of academic qualifications, from following academic qualifications to chasing high academic qualifications. Not only the teachers themselves pursue high academic qualifications, but also the education authorities for their own so-called? Grades? It is also eager for quick success and instant benefit, keen on the proportion of qualified teachers and the number of highly educated teachers. As a result, the pursuit of academic diploma has become the purpose of further study, resulting in the purpose of normal education? Alienation? .
3. The curriculum structure of teachers' continuing education is unreasonable.
Restricted by the backward curriculum concept, the curriculum structure of teachers' continuing education in China is very unreasonable. In academic education, the curriculum structure is basically the same as that of normal university. Although it emphasizes the practicality and practicability of teachers' continuing education curriculum, it is easy to become a mere formality and cannot play its due role due to the complexity and arduousness of teaching organization. In addition, the proportion of subject-specific courses is too large, which is consistent with the imbalance of curriculum structure in normal universities. 70% of the courses are specialized courses, and the proportion of elective courses is low. Judging from the learning requirements of the course, compulsory courses dominate the world, with fewer elective courses, and the whole course system lacks flexibility.
In non-academic training, the course content is simple, simplified, standardized and fixed, and there is no systematic training course, which is limited to? What is missing? . This course is just? A headache, a sore foot? . Due to the short development time of normal universities in China, the weak foundation in all aspects and the rigid explicit curriculum, the important hidden curriculum factors in curriculum theory are ignored. In teachers' continuing education, it is very important to create a research-based learning atmosphere, especially in long-term education and training, which is a very important link, but it has rarely attracted the attention of experts and scholars.
4. The implementation mode of teachers' continuing education curriculum is single.
The curriculum implementation mode mentioned here refers to specific teaching methods. The existing teacher training in China often advocates advanced and scientific educational ideas, but at the same time it adopts training methods that are inconsistent or even contrary to these ideas. For example, the purpose of training is to advocate and encourage students to actively participate in the educational concept, but the training of teachers still adopts indoctrination teaching method, which does not provide opportunities for trained teachers to participate; Advocate and encourage students to create their own educational ideas, but the training of teachers still follows the traditional classroom? The teacher said, do the students listen? In the new model, teachers only imitate the teaching skills provided by trainers in training, without their own initiative to create.
5. The curriculum lacks case courses of education and teaching.
Case teaching has become an effective vocational training course popular in the world today, especially in some large companies and enterprises, and it has become an important means to improve the quality and ability of their employees. For the education field, case teaching is also very important. Teachers have to face dozens or even hundreds of students with very different personalities every day, and there are more cases in the process of education and teaching than in other fields, which is a valuable teaching resource. ? Can stones from other mountains attack jade? It is an important part of teachers' continuing education to learn from various typical teaching cases and improve them. At present, although some teachers' continuing education institutions in China have interspersed some practical cases in their teaching, they are still relatively weak in general, and many people have not realized the importance of case teaching. Even if there are some existing cases, they have not been refined and refined, and their typicality and demonstration are not strong.
Third, countermeasures.
At present, in-service teacher training in various regions of China is still mainly based on academic qualifications, mainly on theoretical teaching of professional disciplines, and lacks practical teaching skills training. The curriculum has failed to break the boundaries of disciplines and still sticks to the scope of disciplines, which is not conducive to the real improvement of teachers' quality. Curriculum reform revolves around? Realize the development of personality on the premise of basically meeting the basic requirements? The new curriculum structure of basic education is creatively designed, such as requiring schools to offer elective courses with rich conditions and flexible curriculum standards; Comprehensive practical activities are included in compulsory courses, which can enhance students' innovative consciousness and ability and cultivate their sense of responsibility. The richness of curriculum structure and the diversity of teaching materials in the new curriculum system provide a broad creative space for teachers' teaching, create a better environment to meet the development of students' personality, and also require teachers to enhance their adaptability. In view of this, the Outline of Basic Education Curriculum Reform (Trial) clearly points out:? Teacher training institutions should take the training necessary to implement the new curriculum as their main task, and ensure that the training work is synchronized with the promotion of the new round of curriculum reform. ? The author believes that the curriculum adjustment of teachers' continuing education should include the following four aspects:
1. From the perspective of promoting teachers' professionalization, increase educational courses.
The basic contents of teacher professionalization are: having the required academic level and academic qualifications; Have special ability characteristics, professional characteristics and personality characteristics; There are corresponding system guarantees, such as teacher training system and teacher qualification certificate system. Teachers' continuing education should serve the process of teachers' professionalization, and training institutions should increase educational courses, so that students can understand and practice the latest achievements of development, understand the needs of educational development, establish a sense of responsibility for educational reform, and transform systematic modern educational theories and concepts into personal educational concepts and professional qualities.
2. Pay attention to cultivating and improving teachers' creativity and increase creative courses.
In the course reform of basic education, teachers are not only the executors of courses, but also the designers of courses. They should creatively explain the curriculum and participate in the formulation of the curriculum. Therefore, in teachers' continuing education, training institutions should attach importance to students' creativity, guide students to participate in the course process, and establish a new training concept of people-oriented and student-centered. To set up an expert group to study teachers' continuing education curriculum, experts should carefully design creative teaching content on the basis of comparing the old and new textbooks and mastering the characteristics of the new textbooks. When developing and constructing innovative curriculum system, training institutions should pay attention to five issues, namely, changing knowledge education into academic education, promoting teachers' innovative learning, cultivating teachers' innovative ability, attaching importance to teachers' innovative education and educating teachers in scientific innovative thinking. Deal with five relationships, namely, the relationship with all-round education, scientific literacy and humanistic literacy, intellectual factors and non-intellectual factors, inheritance and innovation, identity and diversity.
3. In order to cultivate teachers' practical ability, add methodology or educational technology courses.
In the past, teachers' continuing education only focused on theoretical knowledge and ignored the training of methods and strategies. Under the background of the basic education curriculum reform, the ultimate goal of teachers' continuing education is to solve the problems in the new curriculum practice, persist in facing the reality, and dialectically unify the theory of guiding practice with the theory of enriching practice, so that teachers' rational understanding and ideas are more abundant, full of vitality and produce results; At the same time, it also adds nutrition to teachers' intellectual growth and talent development. Therefore, training institutions should attach importance to the intermediate link between theory and practice in the teaching process and strengthen the training of how to apply theoretical knowledge to teaching practice in order to cultivate students' practical ability. This requires the addition of methodology or educational technology courses, such as teaching design methods, case analysis techniques, information technology application and evaluation techniques. Special attention should be paid to the course of instructional design methods, which mainly includes multimedia combined instructional design and instructional design under the network environment.
4. From the perspective of cultivating teachers' scientific research ability, increase scientific research courses.
? Teachers are researchers? It is an important concept of teachers' professional development. Under the background of basic education curriculum reform, teachers' quality includes not only knowledge, experience and teaching skills, but also scientific research and exploration ability. Only research-oriented teachers can be competent for educational reform and innovation. When adding scientific research courses to teachers' continuing education, we should pay attention to eight aspects: (1) Organize the study of modern educational theories, help students break the mystery of educational scientific research, establish a brand-new scientific research consciousness, and promote the transformation of students from teachers to professional educators. (2) Cultivate scientific attitude and science, so that students can develop a rigorous and realistic scientific attitude and enterprising spirit, and stimulate the desire for exploration and innovation. (3) popularize the basic knowledge and methods of educational scientific research, guide students to carry out educational reform experiments in depth, and improve their educational scientific research ability; Enable students to master research methods, collect and analyze data, research, sort out and summarize information, and draw scientific conclusions; Enable students to improve their ability to find problems, clarify problems, put forward assumptions, verify assumptions and express results. (4) Guide students to choose scientific research topics. For example, help students find and ask questions from the actual needs of education, choose topics from the questions they are interested in, and determine topics from the topic planning and topic guidance of the education department or the education and scientific research department. (5) Guide students to carry out scientific research in combination with daily teaching work, and promote mutual learning between teaching and research. (6) To help students form the ability to guide others to carry out research, the curriculum reform of basic education requires primary and secondary school teachers not only to have their own research ability, but also to organize students to carry out research activities. (7) Organize the educational and scientific research cooperation of middle school teachers, and comprehensively improve the scientific research quality of all middle school teachers. (8) Scientific evaluation of students' research topics, and finding problems in the evaluation, so as to guide and correct teachers' research direction, research methods and research objectives, and make their educational research have the pertinence to solve practical problems and the continuity of continuous development.
In short, the curriculum reform of basic education is an innovative systematic project to meet the needs of China in the new century. Through the research on the curriculum and practice of teachers' continuing education, I hope it can be of certain reference value for trainers to implement the continuing education training of basic education curriculum reform, so that teachers can change their educational concepts, teachers' roles and improve their teaching skills after receiving continuing education training.
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