? Paper Keywords: teachers' professional quality training objectives
? At present, the effective guarantee and premise of implementing quality education is the improvement of teachers' professional quality, which largely depends on high-quality teacher training. Therefore, it is of far-reaching significance to strengthen the research on teacher training. This paper mainly discusses how to optimize the training of junior middle school history and social teachers and improve their professional quality, hoping to promote the smooth progress of the new curriculum reform.
? Training plays a vital role in the professional development of junior high school history and social teachers, and it is an effective way to accelerate the professional development of junior high school history and social teachers. With the continuous advancement of basic education curriculum reform, new and higher requirements have been put forward for the professional development of history and social teachers in junior high schools. The inadaptability of the existing teacher training system has become increasingly prominent, and teacher training needs to be reformed and innovated urgently. Then, how to train junior high school history and social teachers and optimize their professional quality? The author believes that the following aspects should be done well.
First, optimize the training methods.
In recent years, teachers' training models have been explored at home and abroad, and many new models have been created. Such as reflective teaching, kindergarten-based teaching and research, experiential participatory training and experiential training, have played a positive role in promoting teachers' professional development, improving teaching effect and enriching educational theory. In the future, we should make the training of history and social teachers in junior middle schools closer to educational practice, closer to students' needs and closer to social needs. The teacher training mode will be further innovated, with wider application scope, more ideal teaching effect, more perfect educational means, more detailed educational content, richer educational practice, more people-oriented, more emphasis on the benign interaction between junior high school history and social teachers, and more fully mobilize the enthusiasm and initiative of junior high school history and social teachers.
Second, improve the training system.
To realize the professional development of junior middle school history and social teachers, we must improve the teacher training system. First of all, we should attach importance to the concept of teacher training, especially post-service education, and realize that the professional development of junior high school history and social teachers runs through the whole process of pre-service training and post-service training. Secondly, strengthen the theoretical research on the training of junior middle school history and society teachers, systematically consider and implement the training system of junior middle school history and society teachers, determine the training objectives, curriculum, teaching plan and practice base, integrate the course content, improve teaching methods, increase practical opportunities, and ensure the planned and steady implementation of the professional development of junior middle school history and society teachers. Finally, it is necessary to establish a scientific and effective training system. According to the characteristics of junior high school history and social teachers' development at various stages, it is necessary to establish new teachers' induction training, junior teachers' academic qualifications training, professional teachers' skills training, backbone teachers' theoretical training and senior teachers' seminar training, so as to speed up the process of junior high school history and social teachers' professional development and ensure the continuous progress and significant improvement of junior high school history and social teachers' professional development.
Third, reform the training content.
It is difficult to solve all the problems in the process of teacher development in one teacher training, which should be a step-by-step process. First of all, teachers' thinking should be broadened in the training content, so that the thinking mode of junior middle school history and social teachers can be more extensive and profound. Set up comprehensive literacy content, covering the spiritual value and educational function of science and technology culture, teacher development, psychological research of teacher development, teacher teaching concept and other topics. Special reports are used in teaching, and famous experts inside and outside the school and leaders of local education departments are invited to give special lectures to comprehensively improve teachers' comprehensive quality. Secondly, in the training, we should fully absorb the latest achievements of contemporary natural science, humanities, society and science development, update and adjust the content of the training course for junior high school history and society teachers, and make the thinking of junior high school history and society teachers more forward-looking. At the same time, in order to meet the needs of the new curriculum reform, actively create opportunities for junior high school history and social teachers to practice in training, and realize the organic integration of educational technology and subject teaching. Strive to meet the needs of teachers to use a variety of educational technology means and methods, and help teachers design, organize and implement educational and teaching behaviors scientifically and reasonably. Thirdly, setting menu-based training and setting training courses according to the needs of the trained junior middle school history and social teachers can expand the scope of course selection. Several county-level and municipal-level teachers choose courses together and set up a unified curriculum according to the course selection situation. This can avoid the waste of educational resources and the shortage of funds, and thus better promote the development of the professional quality of history and social teachers in junior high schools.
Fourth, clear training objectives.
The establishment of training objectives can guide a clear direction for training work and is also a prerequisite for the smooth development of training work. Only when the training goal is consistent with the personal development goal of junior high school history and social teachers and meets the needs of their own professional development, the training goal will become the internal need of junior high school history and social teachers. The author thinks that the history and social teachers in junior middle schools can be divided into three levels: new teachers, post-transfer teachers and backbone teachers, and can design the training objectives of classification and progression. For example, for new teachers, the training goal can be determined as loving their posts and being dedicated, gradually developing good teachers' moral behavior, improving basic teaching skills and classroom teaching ability, and mastering commonly used modern teaching methods; For teachers who have changed jobs, the training objectives can be defined as expanding professional knowledge, strengthening the training of basic language skills, improving the ability of subject teaching and solving classroom teaching problems, and improving the ability of independent learning and research; For backbone teachers, the training goal can be defined as: having knowledge of curriculum and teaching theory, improving the ability and level of education, teaching and scientific research, and forming a team of discipline leaders with high quality, strong teaching, expertise and good research.
Fifth, optimize the training team.
Only schools can directly face the classroom and teaching process, and only front-line teachers can understand the actual needs of teachers participating in the training. Therefore, enriching the first-line junior middle school history and social teachers with rich practical teaching experience into teacher training will help the training to be more targeted. Because the first-line junior middle school history and social teachers have a clear understanding of what the participating teachers lack in teaching and what they need to be trained, they can devote themselves to the specific teaching practice of the participating teachers, summarize typical cases in their own teaching, analyze and discuss with them, and help the participating teachers apply the latest theoretical knowledge learned in training to actual classroom teaching. Guiding them to cultivate innovative thinking and inquiry ability, and promoting the construction of new knowledge of junior middle school history and social teachers through continuous self-reflection, are conducive to the improvement of teachers' own quality and achieve good training results.
In short, history and social teachers in junior middle schools can meet the new challenges only by constantly updating their teaching concepts, consolidating their professional basic knowledge, improving their ability and level in educational research and subject teaching, being brave in innovation in thought and being diligent in practice in action. Therefore, under the background of the new curriculum reform, it is necessary and necessary to train junior high school history and social teachers, which is an important factor related to the success or failure of the basic education curriculum reform.
References:
[1] Chu Guiren. Strategic thinking on school-based training in rural primary schools [J]. New curriculum, 20 1 1
(6).
[2] Wang Yunfeng. Reflections on the Effective Training of Rural Teachers [J]. Changchun Institute of Education
Journal, 20 1 1(4).
;