1. We know that the "National Training Plan" has made great achievements since it was launched on 20 10. Why reform? Could you please introduce the background of the reform of "National Training Plan"?
In the five years since the implementation of the National Training Plan 20 10, more than 7 million teachers have been trained, of which 96.4% are rural teachers, which has basically achieved full coverage of rural compulsory education schools and kindergartens in the central and western regions, created valuable training opportunities for rural teachers, greatly improved their abilities and qualities, promoted the reform and innovation of teacher training models in various places, strengthened the construction of key bases for teacher training, and improved the professional level of teacher training in various places. The reform of the national training plan has three backgrounds:
First, before the Teachers' Day, * during the inspection tour of Beijing Normal University, I fully affirmed the effectiveness of the national training program, pointing out that the national training program provided a professional development platform for rural teachers in the central and western regions to broaden their horizons, update their knowledge and improve their professional ability, and did a great thing for the education development in the central and western regions, and at the same time put forward clear requirements for the next step of the reform and implementation of the national training program.
2. On June 1 day, the General Office of the State Council issued the Notice of Rural Teachers Support Plan (20 15-2020). It puts forward clear requirements for the implementation of the reform of the "National Training Plan", that is, adjusting the implementation scope of the "National Training Plan" and focusing on supporting the training of rural teachers and principals in the central and western regions. The main target of training is rural teachers. It is necessary to optimize and adjust the project setting of "National Training Plan", innovate the training mode, shift the focus of management, strengthen the participation of grass-roots teacher training institutions, and ensure the pertinence and effectiveness of rural teacher training.
Third, due to the large training scale, wide coverage, many management levels, many contractors and complicated implementation links, there are some problems in the implementation of the project, such as the fact that the training content of some institutions is divorced from the reality of front-line teachers, the cooperation between training institutions and local education administrative departments is not enough, the construction of training experts needs to be strengthened, the management responsibility of county-level education departments needs to be further strengthened, and the motivation of teachers to participate in training needs to be further stimulated, which affects the training quality to some extent. The existence of these problems urgently requires targeted reform and improvement of the "National Training Plan".
2. What are the next goals, tasks and priorities of the national training plan?
In the next step, the national training plan will focus on supporting the training of rural teachers and principals in the central and western regions. Through the implementation of "demonstration project", strengthen the construction of training team, explore new training mode, cultivate "seeds", create "models" and explore "ways" for rural teacher training in various places; Through the implementation of the "Midwest Project" and the "National Kindergarten Teacher Training Project", we will provide professional training for kindergarten teachers in rural primary and secondary schools in the central and western regions.
The reform of "National Training Plan" focuses on five aspects: First, improve the training content, be close to the actual needs of first-line rural teachers, and enhance the pertinence of training. The second is to innovate the training mode, and implement the mixed training combining centralized face-to-face teaching, network tracking training and classroom practice to realize the combination of learning and application. The third is to strengthen the construction of teaching staff, build a "well-done, useful" rural teacher training team, and enhance the training capacity of all localities. The fourth is to establish a support service system for rural teachers' professional development, build a normal operation mechanism for regional and school-based research, and continuously improve the ability and quality of rural teachers; The fifth is to optimize project management, integrate high-quality resources of universities, county-level teacher development centers and kindergartens in primary and secondary schools, implement collaborative declaration, explore teacher training selection and credit management, and form a normalized rural teacher training mechanism.
3. What adjustments have been made to the project setting of the national training plan?
After the reform, the "National Training Plan" broke the previous situation that each project was implemented relatively independently, designed the project as a whole, invited and sent, and conducted short-term training and long-term study, which not only cultivated the backbone, but also made good use of talents. Implement "replacement full-time training", focus on training first-line outstanding teachers and teaching and research personnel, build a "well-done, useful" rural teacher training team, and realize the training of rural teachers by famous rural teachers. Implement "sending teachers to the countryside for training", send good classes to rural schools, and provide on-site guidance by experts, so that rural teachers can receive high-quality training without leaving school. The implementation of "teacher network training" and the application of information technology will provide high-quality resources for rural teachers and realize the normalization of teacher training. The implementation of "Rural Teachers Visiting Famous Schools" will help rural teachers in poor islands, old and young, to enter famous schools in eastern and provincial capitals, broaden their horizons, update their concepts and enhance their abilities. The implementation of "training for rural school principals" will help rural school principals improve their ability to manage schools and support the professional development of rural teachers.
4. "National Training Plan" focuses on rural teachers, and the training methods of rural teachers will be different from those of urban teachers. What are the new measures in this reform?
The circular puts forward six measures to ensure the effectiveness of rural teacher training: First, strengthen overall planning and promote rural teacher training step by step. Promote the formulation of training plans for rural primary and secondary school teachers and rural kindergarten teachers in different provinces, select project districts and counties in batches, promote project implementation step by step, conduct comprehensive and detailed research on the current situation of local rural teachers, find out the training needs, and ensure the pertinence of training. The second is to implement collaborative declaration and select rural teacher training institutions. Promote universities, qualified teacher training professional institutions, county-level teacher development centers and high-quality primary and secondary kindergartens to jointly declare projects to ensure the project landing; Reform and improve the project bidding mechanism, combine regular bidding with annual approval, implement a 2-3 year regular bidding system for units with excellent performance evaluation, and implement the annual elimination system at the same time, fully mobilize the enthusiasm of institutions. Promote the integration of training resources in colleges and universities, and establish cooperation mechanisms with county-level teacher development centers and high-quality primary and secondary kindergartens to ensure that training programs are grounded and meet the needs of rural frontline teachers. Promote county-level teacher development centers to integrate teacher training, teaching and research, audio-visual education and other departments, and strengthen county-level training capabilities. The third is to improve the training content, close to the reality of rural teacher education and teaching. Promote the training needs of scientific diagnosis teachers in various places, design progressive training courses by classification, discipline and stratification, and carry out training with distinctive themes in accordance with the National Standards for Kindergarten Teacher Training in Primary and Secondary Schools; At the same time, optimize the curriculum structure, realize the organic combination of theoretical courses and practical courses, compulsory courses and elective courses, special courses and micro-courses, vigorously carry out practical training, strengthen teachers' practical participation, and help teachers solve problems and improve their skills; Through government purchase, organization development, collection and selection, a number of high-quality training resources to meet the actual needs of rural teachers will be formed. The fourth is to carry out mixed training to promote the combination of learning and application of rural teachers. Promote the effective use of teachers' online training communities in all localities, effectively implement mixed training that combines centralized face-to-face teaching, online training and on-site practice, and promote teachers' learning, practice and improvement. The fifth is to build a localized team to serve the region where rural teachers are located and school-based research. Promote the establishment of provincial-level teacher training expert teams and county-level teacher training teams around the country, focusing on attracting first-line outstanding teachers and researchers. The provincial teacher training expert team mainly undertakes the project design, curriculum development, resource development, tour guidance and performance evaluation of rural teacher training, while the county teacher training team mainly undertakes the organization and implementation of network training, sending teachers to the countryside and school-based training, so as to realize the training of rural teachers by rural teacher training experts. The sixth is to optimize project management and establish a normalized rural teacher training mechanism. Promote the effective use of high-quality resources in colleges and universities, fully integrate county resources, establish a four-in-one teacher professional development support service system of colleges and universities, county-level teacher development centers, district training centers and school-based research, build a normal operation mechanism of regional and school-based research, and continuously improve the ability and quality of rural teachers; Carry out teacher training, select students and realize on-demand training; Implement the credit management of teacher training to stimulate the motivation of teachers to participate in training.
5. the reform of the national training plan is very strong. What measures will be taken in the next step to ensure the reform in place and the quality of the project?
The notice put forward three measures to ensure the reform of national training in place and the quality of project implementation: First, strengthen organizational leadership. Promote the establishment of a four-level project management system with reasonable division of labor and clear responsibilities among provinces, cities, counties and schools; Further shift the focus of management, establish and improve the working mechanism of "collaborative project establishment, division of responsibilities and collaborative promotion"; Supervise all training institutions (institutions) to strengthen overall management, integrate high-quality resources, and ensure the quality and level of training; Organize project districts and counties to effectively assume the responsibility of project management and landing, fully integrate the resources of teacher training, teaching and research, audio-visual education and other departments, and strengthen the construction of teacher development centers; We will conscientiously implement the system of primary and secondary school principals and kindergarten directors as the first responsible persons for school-based research and vigorously support the professional development of rural teachers. The second is to improve the supervision and evaluation system. The state has improved the qualification standards of training institutions, formulated training guidelines for rural teachers, and conducted supervision and evaluation on the implementation process and effect of local projects through big data evaluation, anonymous evaluation of students' network, expert spot check evaluation and third-party evaluation. At the same time, promote the selection of training institutions in accordance with relevant standards; Relying on existing resources, establish an information management system for project implementation process supervision and performance evaluation, monitor the training process, and effectively carry out training performance evaluation; Pay attention to expert spot check evaluation and third-party evaluation to evaluate the application effect of students; Strengthen the special supervision of training institutions and project counties. The third is to strictly manage the use of funds. Urge all localities to rationally allocate and standardize the use of project funds according to relevant national requirements and local conditions; Strengthen the supervision of the use of funds, improve the project budget and final accounts, strictly reimburse funds, and ensure earmarking. At the same time, guide all localities to implement work funds to ensure the smooth implementation of the project.
6. Please finally summarize the highlights of the reform of the national training plan.
When we solicited opinions from various localities in the early stage, we spoke highly of Guopei's reform plan. In particular, districts, counties and first-line schools think that the new scheme has great reform efforts, grounding gas and outstanding highlights: First, it focuses on supporting rural teachers, with strong pertinence and good results, and has done things that local governments want to do but cannot do. The second is the grounding of the project, which embodies the design of "frontline teachers training frontline teachers". Thirdly, the mixed training of centralized face-to-face instruction, online training and field practice follows the law of teachers' learning, that is, experience first, reflection later and practice later. Fourthly, the transformation of national training from "blood transfusion" to "hematopoiesis" has been realized, which is conducive to the sustainable development of teachers. Fifth, the project management standard is fine. Once it is grasped to the end, the national training will truly become the national training.