Training plan for improving teachers' ability in secondary vocational schools 1 This plan is formulated in accordance with the spirit of relevant documents of the Ministry of Education and the Provincial Department of Education, and in combination with the teaching practice of cooking specialty in secondary vocational schools.
I. Guiding ideology
Guided by the outline of quality education and basic education curriculum reform, adhere to the principle of teaching on demand and training on demand, and highlight the times, pertinence and effectiveness of training; Adhere to the training concept of combining learning, research and application, promote the integration of teaching, scientific research, training and self-study, explore a high-quality, efficient and open training model, focus on updating the education and teaching concept, improve teachers' comprehensive quality and practical ability, and cultivate a team of vocational teachers who love vocational education, are full of pioneering and innovative spirit, and have high vocational education literacy and professional level, so as to provide talent and technical support for the development of secondary vocational education.
Second, the training objectives
The training of backbone teachers in secondary vocational schools and teachers' training schools is based on the principle of "basing on the classroom and paying attention to practice", with participating teachers as the main body, renewing teachers' educational concepts as the premise, cultivating teachers' scientific research ability, innovative spirit and practical ability as the core, and aiming at improving teachers' theoretical level and practical operation ability, and striving to build a team of backbone teachers in secondary vocational schools with new ideas, strong abilities and high quality. On-the-job training of secondary vocational teachers majoring in cooking is the need of vocational and technical education of cooking specialty in China in the 2 1 century. The emphasis is on improving the practical teaching ability of professional teachers and cultivating professional backbone teachers with "double-qualification" quality.
The focus is on specialty construction, curriculum reform, teaching reform, off-campus training base construction, new cooking technology and so on. Through training, teachers' comprehensive qualities and abilities such as vocational education concepts, teaching methods, professional technical skills, educational research and practice can be improved to meet the new requirements of the country for the cultivation of skilled talents, thus improving the quality of education and teaching in an all-round way.
After the training, students should achieve the following training objectives: grasp the direction of cooking specialty construction, understand the training plan of cooking professionals, and make clear the professional teaching plan in combination with the training plan; Through study and observation, master the curriculum construction ideas and teaching methods of "integration of theory and practice", the main professional course; Master the development ideas and operation requirements of major experimental training projects, and be able to undertake the task of building professional experimental training rooms; Understand the new technology, new equipment, new technology and development trend of cooking specialty; Master modern educational technology and multimedia courseware
Develop technology; Can organize students to carry out vocational skills training, form a new vocational education model, and play a leading and exemplary role in national vocational education.
Third, training objectives.
The backbone teachers of cooking major in secondary vocational education schools
Fourth, training methods.
Introduce advanced concepts and mature models into the training of secondary vocational teachers majoring in cooking. According to the training goal of backbone teachers, combined with the actual situation of participating teachers, through the combination of centralized learning and decentralized training, theoretical learning and teaching practice, and under its guidance, we discuss and train with the majority of secondary vocational teachers to create a brand-new vocational education model, which can not only reflect the characteristics of higher vocational education, but also adapt to the current situation of vocational education in our province. Through in-depth research and discussion on the teaching content, curriculum and teaching methods of professional core courses and professional characteristic courses involved in cooking specialty, the training content is set by the project unit, and the training project is completed through special lectures, interactive discussions, observation teaching, experimental training operation and on-site visits.
Training plan to improve the ability of teachers in secondary vocational schools II. Guiding ideology:
Teacher Development Schools are based on teacher development, which is the basis of educational development. On the basis of the work of three seminars last school year, Derong County Teacher Development School continues to focus on the learning practice of the new curriculum concept, with teachers' autonomous learning, practice, reflection and promotion as the main body, relying on the "provincial teacher training base" of Chengguan Primary School, and taking the education unit, teaching and research section of Derong County Education Bureau and teaching teachers in xxxx District as the organizational promoters, leading principals and teachers to be conscious with the concept of quality education and new curriculum.
Second, the training arrangements in each stage:
1, learner autonomy stage (time: March, 20xx)
Subject: I read the new curriculum standard.
Learning requirements: The students in the principal's workshop, the backbone teacher's workshop and the young teacher's workshop take the book "Walking into the New Curriculum-Dialogue with Curriculum Implementers" as the teaching material, and seriously study and understand the ideas of the new curriculum, focusing on Chapter III "New Curriculum Standards", Chapter IV "New Curriculum and Teaching Reform", Chapter V "New Curriculum Evaluation" and Chapter VII "Curriculum Resources". While reading, make study notes in combination with your own educational and teaching practice. Each student should hand in two papers about the new curriculum.
2. Practical reflective learning stage (time: April, 20xx)
Subject: Practice the new curriculum.
Learning requirements: On the basis of studying the new curriculum standards seriously, all participants in the seminar strive to improve their own teaching and school teaching management level with thoughts and questions. Teachers can learn from "10 1 suggestions for teachers" and "focusing on the classroom, effectively researching and promoting in practice-a case study of the new curriculum reform in ——XX District", concentrate on classroom teaching and classroom management, practice, reflect, improve and enhance their own teaching, and play a leading role in school teaching research. The students of the seminar for backbone teachers and the seminar for young teachers are required to write a teaching story (the teaching story of practicing the new curriculum) and a classroom teaching case (the classroom teaching design and practice case under the guidance of the new curriculum concept). The students in the principal's seminar think about the school culture and system construction under the new curriculum concept, and write out the school's thoughts in words.
3. Exchange and sharing, intensive training and awareness-raising stage (time: May and June of 20xx)
Theme: Focus on the new classroom.
Learning requirements: On the basis of earnestly completing the learning tasks in the first two stages, the Education Bureau will organize centralized training activities for each shift. Training activities include not only special lectures, but also personal practice, problem discussion, experience sharing, classroom observation, teaching skills display, ideological collision, visits and exchanges. Give full play to students' main role and help them achieve self-growth. (The time, content and requirements of intensive training in each class will be arranged separately. )
4. Show the achievements and deepen the practical stage (time: July, 20xx)
Theme: The development of teachers is endless.
Learning requirements: The teaching and research section of the Education Bureau summarizes the learning process and training work of students in the Teacher Development School, and compiles students' new curriculum learning essays, teaching stories, classroom teaching cases or teaching management cases, and principals' school-running ideas into a book to accumulate results. Give full play to the radiation effect of each seminar on students, expand exchanges and share resources, and lead the new curriculum reform of Derong Education to develop in depth.
Third, the process management of training:
1. Verify students in each class and standardize student management.
2. Every school is also a school for teacher development. All primary and secondary schools in the county should create an atmosphere for the participants to learn and practice, provide opportunities for learning and practice, and show a platform for caring for and supporting the development of teachers.
3. The Education Unit and Teaching and Research Section of the County Education Bureau form a training research guidance group, which goes deep into the school to guide students' learning practice and research, and plays a role in studying problems in learning practice with students to help them solve their learning difficulties. Discover typical models and promote them in time.
4. The class teachers of each class keep abreast of the students' learning and work trends and care about their growth and development. Collect students' learning achievements. The articles that students in each class are required to complete should be collected before May 8, 20xx.
5, county primary schools should play the role of provincial teacher training base, provide excellent teachers and quality resources. Provide intellectual support and site equipment support for training activities.
6. For students who have participated in training activities seriously and completed various training tasks, the county education bureau will issue continuing education hours certificates to students according to the training requirements of county-level teachers.