Look at this article, which was written by a teacher with personal experience. I hope you can understand the views and suggestions of teachers and schools on this training after reading it.
Some suggestions on the training of new teachers
Anhui Province Wuwei County Teachers' Further Education School (238300) Wang Wenhua
Newly recruited teachers are a special group in the ranks of primary and secondary school teachers. When they enter the adaptation period (students), they are in the initial stage (or "pre-adaptation period"). During the preparatory period, they should have accumulated certain education and teaching knowledge and skills, got a preliminary understanding of the professionalism of education and teaching, and obtained the teacher qualification certificate. New teachers have the following obvious characteristics:
1, no teaching experience. Because the role of teachers has just changed from imagination to participation, they often imitate mechanically by virtue of the intuitive feelings of education and teaching given to them by teachers in their student days. Because of their inaction and improper teaching in "education", they have a strong sense of anxiety.
2. I don't know the routine work of the school. Although they have mastered the theoretical knowledge of the routine work of education and teaching, their respective schools have their own specific regulations and requirements. Inadaptability to work often leads to more mistakes. This makes them prone to failure and has a heavy sense of loss.
It is difficult to adapt to the new environment in time. As a newcomer, I didn't form a harmonious relationship with other teachers. As I have just stepped into my personal life from the collective life of my student days, I will encounter many difficulties in my life. The differences between them often cause their loneliness and loneliness.
Therefore, the training of new teachers should be designed and operated according to these characteristics.
First, the training objectives and contents are based on the "four basics"
Through intensive training and on-the-job training, we can master the basic teaching skills, basic teaching routines and the basic situation of the school, so as to gain the basic recognition of teachers.
1, basic education teaching skills: the basic skills of students' education, class management and classroom teaching preparation, implementation, evaluation and research. These are the basic skills that new teachers must possess, which become the basis of their professional growth and accumulate practical knowledge in practice.
2. Basic education and teaching routine: the basic content, general process and requirements of school education and teaching activities. These are the keys for new teachers to realize the transformation from students to teachers and gradually become competent, or to adapt to the inevitable requirements of schools and groups.
3. Basic information of the school: rules and regulations of the school, characteristics and culture of the school, students and parents of the school. These are compulsory courses for new teachers to adapt to the campus culture and working environment, and their significance lies in helping them locate their roles and values through their familiarity with schools, students and parents.
4. Basic identity of the group: participating in the school's theme education activities and education and teaching research activities. By participating in these activities, others can gradually understand and take the initiative to accept, express themselves and build confidence in the activities, and find their own belonging and orientation in the process, so as to adjust their psychology and relieve their pressure.
The goal of "four basics" is not only based on professional preparation, but also pays attention to the behavioral preparation and psychological preparation of new teachers. Therefore, its cultivation process is a process of "human" growth and an all-round development.
Second, the training methods and means are located in "two orientations"
As new teachers are regular educators, their role determines that they should meet the general requirements of students and parents for teachers, be competent in education and teaching as soon as possible, and become a qualified teacher. They are both teachers (at work) and students (professionally); We should not only complete the task of education and teaching, but also develop ourselves through training. Therefore, the training of new teachers is "home" and "post" in terms of the role that training should play.
(1) Return to the original position
Through short-term intensive study, new teachers can understand the basic situation of the current new curriculum reform and its basic requirements for teachers' quality and classroom teaching, and understand the basic requirements of local (such as county education bureaus and township central schools) for the routine work of education and teaching. Short-term concentration can be organized and implemented by county-level teacher training institutions or by township central schools. This is the premise. Its purpose is twofold: first, make up lessons to shorten the gap between pre-service education and educational practice; The second is to carry out education and teaching work in accordance with the requirements of the norms under the guidance of the "Chinese Regulations". It belongs to both professional posts and operational posts.
(2) post
Through on-the-job practical training, new teachers can change from "understanding" to "knowing", adapt to the school environment, basically be competent in education and teaching, and meet the requirements of education and teaching. To this end, we should guide them to participate in the school's theme education activities, observe activities, write activity records and think about activities. Participate in teaching and research activities such as schools, observe classes, write lecture notes and evaluate classes. Under the guidance of teaching teachers, design educational activity plans, organize activities and reflect; Attend an open class, present the teaching design, and write a summary after class.
Third, some enlightenment from actual cases.
At present, the training of new teachers has two basic orientations, one is "pre-job" training, and the other is "post-job" training. The former is based on the principle of "no training, no post", while the latter adheres to the concept of "training" and each has its own unique role.
Case1:Pre-service Training of Special Post Teachers in Anhui Province in 2009
1, training content
Educational laws and regulations, teachers' professional ethics and norms, new curriculum ideas and teaching reform, lesson preparation, attendance and evaluation of routine and basic teaching skills, the work of class teachers and mental health education for primary and secondary school students.
2. Training form
Take the form of personnel concentration, special lectures, case analysis, simulation drills, etc.
3. Training time
August 26-28, intensive training.
4. Training places
Based on the principle of "facilitating teachers, studying nearby and practicing economy", we will focus on training, and four normal universities, including Anhui Normal University, Hefei Normal University, Fuyang Normal University and Wanxi University, will undertake the training tasks.
Case 2: School-based Training of Shanghai Experimental School "Entry Probation Period (1-2 years)"
(1) goal:
Establish a new teacher training system and professional behavior.
(2) implementation:
1, new teachers are taught by teachers, and basic professional norms are taught by experienced teachers.
2, bimonthly heart-to-heart, by the principal, teachers and teaching director to listen and communicate regularly.
3, complete the trainee "report class" (once every six months, twice per person).
4. Seminar on "Suggestions for New Teachers" provided by the school.
5. Attend lectures of our school, foreign schools and famous schools.
analyse
"Case 1" implements short-term (3 days) intensive training in colleges and universities, which is divided into three aspects: professional quality, teaching work and education work. This is a "pre-job" training designed according to the general requirements of new teachers at present, with unified regulations. "Case 2" is a long-term (1-2 years) school-based training, focusing on the professional behavior development and psychological growth of new teachers. It has a strong "school-based" (based on the school, for the school) and "post" pertinence. "Case 1" emphasizes the teaching of theoretical knowledge, and "Case 2" requires the improvement of practical ability. Therefore, the two training modes should be combined: concentration-school-based, pre-job-post, theory-practice, and idea-action.
Enlightenment The above two cases have given us a lot of enlightenment, mainly as follows:
(1) belongs to teacher development in essence and is a long-term goal. In other words, it is necessary to guide new teachers to be fully prepared psychologically, behaviorally and professionally, and promote the overall growth of new teachers' quality structure.
(2) Planning from a professional perspective is the key to the growth of new teachers. In other words, it is necessary to emphasize the cultivation of professional behavior and the establishment of professional ideals, so as to lay a solid foundation for their professional growth.
(C) short-term concentration and school-based training should be organically combined. In other words, theoretical guidance and empirical guidance should be placed in autonomous learning and practical research. Among them, senior teachers, backbone teachers and school administrators are duty-bound.
Four, several main problems to be solved
The characteristics of new teachers and the particularity of training determine that new teachers should play their due role and need to solve the following main problems reasonably.
(A) the edification of professional ethics and the cultivation of professional ideals
The code of professional ethics for primary and secondary school teachers is the basic requirement for the moral quality and professional behavior of primary and secondary school teachers, and the basic code of conduct for regulating the relationship between teachers and students, teachers and schools, teachers and the state, and teachers and society. This is a compulsory course for new teachers. In addition to cultivating professional ethics through special lectures, teachers' morality reports and text reading, principals, teaching and teaching teachers should all assume the responsibility of observing and guiding the professional behavior of new teachers. Through example demonstration, "self-presentation", behavior correction and positive encouragement, their professional ideals, that is, professionalism, responsibility and enthusiasm, are cultivated, thus forming the motivation to pursue professional development and devote themselves to education.
(2) Compliance and basic skills of basic routines.
Basic routines and basic skills include two basic components: teaching routines and class routines. As a new teacher, on the one hand, we should be familiar with the teaching system of local schools (preparation for exams and postgraduate entrance examinations), be able to implement subject teaching in accordance with relevant regulations, and get guidance and help at any time. On the one hand, in the process of assisting the class teacher to organize and manage class activities, we should gradually master the routine contents and requirements of class work, so as to lay the foundation for being a good class teacher. Therefore, the school should give new teachers "status"-the deputy of the class teacher, and create a "platform" for job training-and organize class activities under the guidance of the class teacher. This is the inevitable choice for new teachers as educators in training.
(3) Basic adaptation to the environment and basic recognition of the group
The new teacher's environment is not only material, such as school conditions and accommodation conditions. It also includes geographical location, humanistic environment, school cultural atmosphere and interpersonal environment. As a school administrator, the care for new members of the group can not only stay in life, but more importantly, psychological care. Talk to new teachers more and have dinner with them from time to time; Guide them to participate in school collective activities and cultural and sports activities. And take them to participate in home visits and community activities; Tolerate their "mistakes", encourage and praise more; Give "publicity" opportunities, and so on. Through these, they are collectively recognized and become indispensable and important members of the group. This is actually a kind of "training", but it is often ignored.
To sum up, the training of new teachers should aim at solving the challenges they face from students, parents, colleagues and principals, and the challenges from systems, regulations, school culture and career demands; In the critical period of their basic professional behavior formation and career ideal shaping, they should be ahead ("pre-job" training) and "far-sighted" in their future career growth.