Only in this way can we seek the school-running characteristics of quality education in various schools, build a distinctive team of teachers with healthy psychological quality, sound personality, solid scientific and cultural foundation, innovative spirit and strong practical ability, and cultivate students who meet the needs of modern social development.
There are five types of school-based training:
First, the training of school educational concepts and educational technologies; Second, the school's characteristic education and the cultivation of scientific research achievements; Third, cultivate regional folk culture and historical inheritance; Fourth, the training of discipline and career knowledge and basic skills; The fifth is the cultivation of excellent teaching and research and cases.
There are five modules in the construction of training courses:
(1) Modern teaching theory, educational thought and the cultivation of professional ethics
(2) Modern teaching methods, teaching modes and teaching styles of famous teachers.
(3) Teachers' basic skills and abilities in education and teaching.
(4) Modern educational technology
(5) The latest basic theories and teaching reform information.
Extended data:
The main way of teacher training is to adopt the teaching organization form of combining theoretical research with on-the-job learning.
Theoretical research mainly takes the form of experts and professors, students' exchanges and discussions, tutors' centralized comments, and field visits to characteristic schools. Special lectures are mainly undertaken by experts and professors and "first-line" well-known principals.
Teacher education is the general name of teacher training, that is, under the guidance of lifelong education, according to different stages of teachers' professional development, teachers are given continuous, developable and integrated education processes such as pre-service training, induction training and on-the-job training.
Conceptually, "teacher education" can be interpreted in two ways: one is "educating teachers" and the other is "about teacher education". The former mainly refers to teachers' in-service training or teachers' continuing education, while the latter includes teachers' in-service training and pre-service training.
According to the content of education and the nature of the problems studied, the forms and methods of education are determined. Through various forms of education, teachers can really improve their rational thinking ability, and then promote their rational actions. From the experience and lessons of teacher education at home and abroad, reflective teacher education can take the following forms.
(1) seminar. That is, teachers master certain knowledge through collective teaching, such as ontology knowledge, conditional knowledge and practical knowledge. Ontology knowledge is mainly to understand the frontier and progress of the discipline, the expansion and application of knowledge and the connection with other disciplines. , and through the understanding of these knowledge to obtain the latest knowledge of the subject.
Conditional knowledge mainly enables teachers to master basic theoretical knowledge such as teachers' professional ethics, educational laws and regulations, school management, class management, educational ideas and concepts; Practical knowledge is mainly based on the sublimation of teachers' educational experience, including basic techniques and methods of educational practice, modern educational technology, educational research and operational practice and guidance.
(2) Thematic discussion. Aiming at some problems in primary and secondary school teaching, this paper aims to improve teachers' understanding and ability to deal with these problems, such as "discussion on the transformation method of poor students" and "teaching research on new content of textbooks".
This kind of seminar allows teachers to state problems and synthesize information about such problems first, and then let teachers discuss them. It focuses on the communication and dialogue between teachers in the classroom and is a kind of collective education.
(3) problem training. Problem-based training refers to the improvement of teachers' quality and ability through their own research and thinking on problems. When faced with a practical educational problem, teachers should consult relevant materials, learn relevant information and get the answer to the question. This form of education can be carried out not only in educational institutions, but also in the actual education situation of primary and secondary schools. A written research report should be submitted to study the problem.
(4) Observation exercises. Observation means that the educated participate in the education and teaching work of other excellent teachers. In the process of observation, they were inspired and gained something, and improved their own quality and education and teaching level. Observation can be divided into video observation and field observation in form.
Practice means that teachers participate in educational practice by themselves, and use their knowledge and theory gained in education to test and correct their own educational practice through reflection. As a form of teacher education, educational institutions should provide adaptive guidance, or teach teachers or invite excellent teachers to attend classes to find problems and improve them.
(5) Education survey. The factors affecting the solution of educational problems are very complicated. To carry out educational investigation is to collect information about a problem through argumentation, grasp the main factors affecting a problem, and form teachers' rational thinking ability in the process of investigation. The problem of educational investigation can be at the school level, at the class level, or at the specific educational object.
(6) Action research. Action research means that teachers cooperate with teaching teachers, experts or other teachers in educational institutions to conduct systematic research based on the need to solve practical problems in education.
It requires teachers (actors) to participate in research and professional researchers (instructors or experts) to participate in educational practice. Through multi-party cooperation, a plan to improve the current situation of education is formed, with solving practical problems as the main task.
Introducing action research into teacher education will not only help teachers to improve their teaching status and quality, but also help teachers to improve their teaching level, research skills and professional quality. This is a good way to achieve multiple goals.