With the continuous increase of teacher training, the number and frequency of national training, municipal training, regional training and school-based training are increasing, and there is a phenomenon of "training weariness", which is manifested in the lack of internal driving force for teachers to participate in training, and they are unwilling, unwilling and unwilling to participate in training, or even evade training. Reflecting on its phenomenon, we believe that there is an idealized training course in the current teacher training, which is "nice but useless"; The training of teachers is academic, "can go to the world but not the fields"; The training form is single, which can not arouse the learning enthusiasm of participants; Training feedback lags behind, which can't improve the evaluation quality. How to make teacher training more attractive and effective? Therefore, Beibei Teachers' College has carried out "teacher action research", implemented "integration of research and training", respected the inherent law of teachers' professional development and the psychological law of adult learning, enriched research courses, selected research teachers, innovated research methods, and flexibly used feedback mechanism to develop a new model of teachers' research and training.

"three closeness": the orientation of re-training vision. The working platform of primary and secondary school teachers is in the classroom, and the main way is to attend classes. Therefore, the key to their professional growth and development lies in the continuous enrichment of practical knowledge, the continuous improvement of practical wisdom and the appropriate integration of educational theory and practical experience. Teacher training, only close to the school, can highlight the problem consciousness of "school-based" and enhance the reality of teacher training; Only by being close to the classroom can we highlight the professional consciousness of "teaching-oriented" and enhance the pertinence of teacher training; Only by being close to the teacher's heart can we show the development consciousness of "teacher-oriented" and promote the development of teacher training.

"Three-oriented": Emphasis on the choice of training courses. In the selection of training courses, in order to fully understand the specific problems and real needs faced by front-line teachers, we must implement the thought of "three orientations" well. That is, to build a "creative" curriculum with updating educational ideas and pursuing educational wisdom as the core; The second is to deepen the "experiential" course focusing on improving teaching ability and solving practical problems; Advocate a "reflective" course focusing on reading reflection, subject research and experience refining.

"Three combinations": emphasizing the innovation of training methods. Starting from the basic training mode of "problem+lesson", various training modes such as task-driven, lesson discussion, collaborative interaction, topic guidance and demonstration radiation are flexibly used, and the "three combinations" are well realized. That is, the combination of "captive" and centralized culture with "stocking" and independent development; Combining theoretical study with practical reflection; Pay attention to the combination of personality development and pursuit stage development. In this way, every participating teacher can get "real development" by solving "real problems".

"Three services": emphasize the realization of training value. That is, service education, giving full play to the leading role of advanced educational concepts, helping teachers to change their outdated views on education, teaching and students, and improving their ability and level of implementing quality education and new courses; Service teaching, based on teachers' professional standards, strives to improve professional practice ability, leads teachers' professional development, and strives to solve problems and contradictions in classroom teaching; Serving teachers, presenting training contents and methods in a meaningful and dynamic way, establishing two-way communication, mutual dialogue and benign interaction between trainers and trainees, and paying attention to teachers' professional development and self-growth.

Do research and training as a teacher of "root irrigation and improvement"

At the beginning, Zhu Furong, president of Chongqing Beibei Normal University, explained that "root irrigation" refers to the "root irrigation" behavior of teachers' professional affection and discipline accomplishment in teacher training, that is, professional affection, humanistic feelings, discipline culture and educational thoughts; "Improvement" refers to the "three-course action" of comprehensively promoting teacher training "relying on lessons, dialogue lessons and topic research", and is committed to comprehensively boosting teachers' spirit and mind by improving their individual knowledge and ability, thus improving teachers' behavior.

The college believes that in order to do a good job of "root-irrigation and improved" teacher training, teacher training institutions must realize "three turns": from "what I train you" to "what you want to train"; From "what do I want you to do" to "what can you really perform"; From "What can I give you" to "What can you and I solve together?" "Just clarify what you want? What can you do? * * * With what? Our research and training can be targeted, apply what we have learned, develop continuously, and create value for teacher education. "

The goal of "living": changing "established" into "demand"

"The fundamental point of teacher education lies in classroom teaching, but the starting point of teacher training should not be the classroom itself, but the upper value of the classroom-the curriculum." Huang Jiyuan, vice president, said that courses are the starting point of training. "Curriculum is the soul to achieve the goal of high-quality training, which determines the quality and benefit of training, relates to the improvement of teachers' quality and ability, and exerts a subtle influence on future teachers' educational thinking and practice." Based on this, the college designs and implements training from the perspective of participants, especially in the course setting, which shows its unique characteristics.

The study of learning situation is the premise of curriculum design. Before training, learn about the development status and training needs of students through in-depth school exchanges and online interviews, and initially design training programs; Before the class is organized, a training QQ group is established, and students have a platform for communication before attending the training. Careful class teachers will upload the training plan to the group to share, so that students can know the training content in advance and answer questions; At the time of registration, the college will hold individual discussions and regional seminars to learn about the students' personal situation, including favorite training content, training methods, abilities that need to be improved most, suggestions for adjusting training programs, expectations and concerns about training, and thoughts on class construction. "Only by understanding these problems can we grasp the key points in the training process, so as to design and modify targeted, pragmatic and satisfactory courses." Do it "because you need to give training, because the teacher gives training."