First, attach great importance to the formation of * * * knowledge
With the deepening of educational reform, the needs of the times and the situation put forward new requirements and challenges for school education. Therefore, under the leadership of the principal, the leadership of our school has adjusted its school-running ideas and put forward new goals.
The members of the school leadership team deeply realize that the continuous optimization of the teaching staff is the guarantee to improve the teaching quality of a school, and it is necessary to comprehensively improve the quality of teachers in order to ensure the smooth realization of the teaching objectives of our school. We believe that strengthening the construction of teaching staff is a permanent and fundamental problem in education, and it is also one of the important contents of school work. In a sense, the quality of teachers determines the survival and development of schools. This is not only the knowledge of our school leaders, but also the idea we instill in teachers. Everyone thinks that only by learning and mastering advanced education and teaching concepts and methods can it be accepted by today's society.
Second, careful planning and perseverance.
There are many young teachers in our school. They have received professional training, a solid professional foundation, flexible minds and high enthusiasm for teaching, but they lack practical experience in education and teaching. In view of this situation, our school has taken the following measures:
1, bring the old with the new, and promote its growth.
After every new teacher comes to our school, the school will assign an experienced old teacher to take care of him. The purpose is to let young teachers master the practical teaching ability quickly and adapt to the development of teaching work in our school through one-on-one example. Through this arrangement, whether newly assigned or transferred from other schools, it usually takes more than one semester to basically adapt to the teaching requirements of our school, and sometimes even keep pace with other teachers.
2. Attend lectures frequently to promote research.
At the beginning of each semester, the guidance office of our school will prepare a teaching schedule. During the arrangement, both the principal and the director made careful consideration. Based on the principle of urging, helping and improving, they made careful consideration and reasonable arrangements. Usually, at the beginning of the semester, they will first find out the new teachers and understand their actual teaching level, and then formulate corresponding measures to help and teach. Followed by regular lectures, the target is all young teachers and teachers, all-round lectures, to understand teachers' understanding of teaching materials and teaching situation; Then there is a school-wide observation class, where experienced teachers are recommended by academic leaders, backbone teachers and various subjects to start classes for young teachers to observe and learn and promote the improvement of teachers' teaching level. In addition, it is an experimental exploration course carried out by the teaching and research group. No matter what kind of lectures, young teachers actively participate, discuss and summarize after class, and carefully record them. Through the careful implementation of the attendance system, all young teachers can prepare lessons and attend lectures, study textbooks, teaching methods and learning methods, and their teaching level has improved year by year, and young teachers have grown rapidly, forming the backbone of school education and teaching.
3. Get to know people well and make them useful.
The gradual growth of young teachers is a process of sharpening their will. They have a strong demand for creation and achievement. Discover the incentive mechanism to enhance trust? This has also become a magic weapon for young teachers in our school to win the basic skills competition: because our school leaders often attend lectures in depth and know the teaching situation of the whole school like the back of their hands, after each class, the leaders who attend lectures will make detailed comments on their classroom situation in time, point out their advantages and disadvantages, and put forward suggestions for improvement, so that teachers will have new progress and new feelings every time they open a class. According to the class situation, select and train backbone teachers, take advantage of the opportunity of the young teachers' basic skills competition, and put? Push? Go up and exercise to promote their success. Most of the selected teachers are afraid because they are young and inexperienced. In this regard, the principal and dean will give deep care and encouragement and give the greatest help in terms of manpower and material resources. As the saying goes? One minute on stage, three years off stage? It includes not only his own efforts, but also the painstaking efforts of many people.
School leaders have commented on the course selection, lectures, trial teaching and lesson plan writing of young teachers who are about to participate in the competition. Experienced teachers will take the initiative to help, prepare teaching AIDS and calm their emotions. It is because of the collective strength that young teachers are confident to win the competition and perform well.
Third, overall optimization, budding.
The school has taken a series of effective measures to improve the comprehensive quality of young teachers and promote the all-round development of quality education in our school. Not only has the teaching quality improved day by day, but also good achievements have been made in art and sports.
Teacher Lu Wei won the first prize of the first mathematical speech contest in the province; Teacher Shi Shuang was well received in the district open class; Wang Miao, Zhu Miao and Zhu Hong were respectively rated as backbone teachers of mathematics, English and music in the district, and Han Hao was rated as an advanced worker in the district. Zhao Zhixiang, Kang and other two papers were published in the journal.
Fourth, clear direction, still need to work hard.
Although some achievements have been made, with the development of science and technology, the content of people's quality is constantly updated. Only by demanding higher standards can we reach the newer level. As people's teachers shouldering the heavy responsibility of cultivating successors in the new century, we should constantly learn and enrich ourselves. Only in this way can we live up to the trust of the times and the hope of the people, and make contributions to cultivating talents for socialist construction.
We will continue to strengthen the cultivation of the overall quality of young teachers, promote the optimization of the overall quality of young teachers in our school, and build a better Jiang' an primary school.
20 17 report on the training of young teachers in primary schools. Over the past year or so, under the unified deployment of the municipal teaching and research office, various disciplines of primary schools in the municipal teaching and research office and district (county) teaching and research offices have been carefully planned, carefully organized and systematically implemented, and the training work has achieved remarkable results. The main methods are as follows:
First, strengthen training leaders and build a training management network.
1, set up a training leading organization, make overall arrangements, and determine the basic ideas of training work. The Municipal Teaching and Research Section has set up a three-person leading group composed of director Huang Xian, deputy secretary Lin and assistant director Huang Liyan, which is responsible for the overall planning of this work, carefully designed and deployed the implementation of training work, and established the guiding ideology of the work, namely: facing the countryside, free training, pairing assistance, revitalizing resources and enjoying * * * *. Under the guidance of this guiding ideology, the basic working ideas of training work are formulated: combining theory with practice; Strip combination; Combining scientific research with routine teaching research; The development of the training object is combined with the development of the trainer; Combining professional development with the construction of teachers' morality.
2. Take discipline management as the main line, integrate discipline teaching and research associations and school training resources to form a joint force. All disciplines in the teaching and research section of the city are managed as a whole and carefully organized, giving full play to the functions of decision-making, command, coordination and evaluation, and promoting the development of training in depth; Teaching and research associations and schools in various disciplines actively participate in training, provide training resources and participate in training activities, which has become an important force in training.
For example, the Small Language Section of the Municipal Teaching and Research Office has formulated the "Work Plan for Training Rural Teachers of Primary School Chinese Teachers in xx City" to promote this work; The decimal department will make overall arrangements for training, check and implement it regularly, and summarize it in time; Xiaoying Branch conducted a special investigation on the present situation of English teachers in remote rural areas of our city and formulated targeted training strategies. Science highlights the characteristics of the subject and adopts flexible and diverse training methods to achieve practical results; Moral discipline should do a good job in training matching, and pay attention to the follow-up and implementation of training.
Xx city primary school science teaching and research association regularly organizes xx city training teachers to pair up and communicate in rural areas to strengthen learning exchange and interaction; Teacher Liang, director of the English Teaching and Research Association of Haizhu District Primary School and an experimental primary school, went to Liangkou Congshan Normal School to give a teaching and research lecture on "Study on the Transformation of Students with English Learning Disabilities", and the teachers generally reported that they benefited a lot.
Schools such as Dongfeng West Road Primary School in Yuexiu District, Xiguan Experimental Primary School in Liwan District and Haizhu Experimental Primary School actively participated in the training activities of rural teachers in remote areas, and sent many outstanding teachers from different disciplines to different rural areas to carry out discussion and exchange activities in the countryside. The mathematics discipline of Xiguan Experimental Primary School in Liwan District went to Hengli Central Primary School in Nansha District twice to carry out discussion and exchange activities, and invited teachers from Hengli Central Primary School to give lectures and seminars.
3. District (county) education administrative departments and teaching and research departments regard training as an important part of promoting teachers' professional development, which is a highlight of training in the past year.
All districts (counties) attach great importance to the organization of training. For example, Luogang District Education Bureau set up a training leading group headed by Wang Fei, deputy director in charge, and held several special meetings to study and formulate detailed implementation plans. Deputy Director Wang Fei personally inquired about the training contents and requirements, and gave specific guidance. A deputy director of the regional education, scientific research and development center is specifically responsible for the training of teachers in this region.
The corresponding disciplines in the district (county) teaching and research section have played an important role in the training implementation. Making a training plan, selecting training objects and trainers, and being responsible for the specific implementation of training work have become the key executive power to implement and promote training work.
For example, in order to cooperate with the development of pairing training activities for urban and rural teachers in Haizhu District, according to the actual situation of running schools in combination with urban and rural areas, Haizhu District has invested a lot of resources in people, finance, materials, time, space and communication, and carefully selected 16 excellent teachers (including several vice presidents and principals) with rich educational and teaching experience and work coordination ability to participate in the city-wide training activities as pairing teachers. In the eastern part of the region (formerly Xinjiao Town), a team composed of more than 50 teaching and research researchers and the teaching and research group of the regional center actually carried out pairing assistance activities, which enabled teachers to grow together and achieved a win-win situation between urban and rural areas and between teaching.
The Small Language Section of Yuexiu District Teacher Development Center has established a three-level network consisting of small language section, tutor group leader and tutor. The minor languages department is responsible for guiding and arranging specific teaching activities and managing the tutor group. The leader of the tutor group coordinates and implements all the work; The tutor is responsible for practical work, learning from each other and improving together with the teachers. Tianhe District has established a training idea of taking network communication as the main way, daily classroom teaching as the main carrier, some controversial knowledge in teaching materials as the guidance and * * * improvement as the purpose.
Two, enrich the form of pairing training, and fully tap the high-quality training resources.
1, cross-regional pairing. Carrying out interval pairing and interactive communication, and using the advantages of teaching resources in central cities with relatively high teaching quality to help rural areas with weak teaching quality can make the training work more planned and organized, thus improving the quality and efficiency of training.
There are two forms of interval pairing: one-to-one interval pairing and one-to-many interval pairing. For example, in order to make full and balanced use of the teaching and research resources and strength in urban areas, the Ministry of Primary Science has adopted a pairing form in which one rural area corresponds to multiple urban areas, so that each rural area can exchange and learn from multiple areas and absorb the excellent teaching ideas and essence of more key teachers in areas and schools. The situation of counterpart assistance in each district is as follows: Liwan District of Baiyun District+Baiyun District; Haizhu District, Zengcheng City; Tianhe District+Haizhu District and Huadu District; Panyu District Panyu District+Haizhu District; Haizhu District of Luogang District+Liwan District; Yuexiu District of Conghua City+Conghua City; Yuexiu District, Nansha District+Panyu District.
2. Pairing between schools. Inter-school pairing is a form of pairing assistance gradually developed for teacher training in remote rural areas. Inter-school pairing can expand inter-school interaction and carry out all-round exchanges in management, teaching and moral education between schools, which plays an important role in improving the overall teaching quality of helping schools.
For example, Shawan Primary School in Panyu District is paired with Conghua Primary School and Liangkou Primary School; Fangcun Primary School in Liwan District is paired with Lutian Town No.2 Primary School in Conghua; Yuexiu Qian Primary School and Conghua Xincheng Primary School are paired; Yuexiu District Red Torch Primary School is twinned with Conghua Taiping Town Central Primary School, and regular teaching exchange activities are held between twinning schools.
Tangdenan Primary School in Tianhe District and Beixing Primary School in Huadu District, led by several disciplines, have gradually developed into discussions and exchanges on school work such as Chinese, English, science, comprehensive practical activities and Young Pioneers. The two universities have signed a twinning agreement, and regularly carry out two-way discipline exchange activities every semester, so as to achieve the goal of mutual learning, mutual progress and mutual promotion.
3. Pairing between departments. Science is the basic unit of school-based teaching and research, and it is also the basic unit that supports the overall teaching quality level of the school. The professional development of teachers depends on the development of teaching and research activities and the average level of professional development of departments and groups. The pairing of departments is an important measure to promote the construction and development of weak departments in rural schools. In the rural-oriented pairing assistance activities, departmental pairing and group pairing have become important ways of pairing assistance, and all majors attach great importance to and actively promote this pairing method. For example, the English area of Changgang Middle Road Primary School in Haizhu is paired with the English area of Xiaolou Town Central Primary School in Zengcheng. In addition to regular daily contact, they also regularly go to Zengcheng for collective teaching and research, lectures, seminars, lectures, evaluation and other activities.
4. Pairing between teachers. Pairing between teachers is the basic form of this training, which greatly increases the benefits of training (both rural teachers and urban pairing teachers who participate in the training benefit). Pairing teachers, as the specific person in charge of the daily follow-up training of the students, are responsible for guiding the students to complete the training tasks and strive to achieve the training objectives. At the same time, in the process of guiding students, paired teachers also promote their own growth and reflect their own teaching life value. Select pairs of teachers for 60 teachers in various disciplines in remote rural areas, and promote the professional development of the clients through one-on-one hand-in-hand assistance activities. For example, Mr. Cen Wanxing, a moral education teacher at Wenchong Primary School in Huangpu District, paired up with Wang Xiuqing in Huadu District. On the basis of fully understanding and analyzing Mr. Cen Wanxing's professional development, Mr. Cen Wanxing made a careful assistance plan and had an exchange and discussion with Mr. Wang.
5. regional pairing. While absorbing foreign high-quality training resources, how to make full use of local high-quality training resources, improve the quality of weak schools and promote the professional development of teachers has become a new way to carry out twinning assistance in some rural areas.
For example, Xiaoying Branch of Baiyun District took the lead in setting up several pairs of hand-in-hand schools in the whole region. 2065 438+07 2065 438+07 All English teachers in Jingxi Primary School, under the leadership of the English teaching and research staff in Chenhe District Primary School, carried out English teaching and research activities with Hongxing Primary School.
Under the arrangement of English Department of Conghua Primary School, schools in urban areas such as Liuxi, Xining, Binjiang and Xincheng were paired with English departments of nine rural primary schools, which initially formed a situation of pairing assistance, further promoting the balanced development of English teaching and education in urban and rural areas.
Three village primary schools in each of the six urban primary schools in Huangpu District are identified as peer partner schools for curriculum reform, and urban primary schools send 1 backbone teachers to the village primary schools for direct demonstration and guidance every two weeks; Village primary schools arrange teachers to attend classes in urban primary schools twice a week; Urban primary schools undertake the collective lesson preparation guidance of village primary school teachers, and carry out an inter-school student learning exchange activity every semester.
Third, expand training channels and improve training efficiency.
1, centralized training.
April 5, 20 17? On the 7th, the Municipal Teaching and Research Section organized the first intensive training for two and a half days. Director Huang Xian gave a conference report entitled "Quality Education and Professional Development of Rural Teachers", and section chief Lin Shuyuan gave a special report on educational research methods. The five subjects of the primary school organized by the Municipal Teaching and Research Office carried out intensive training with rich contents and various forms, which updated the educational concept and expanded the subject knowledge. For example, the English Department of primary schools organizes lectures by experts, researchers and excellent teachers from all over the city, including: What are the teaching skills of English teachers in primary schools? 、? Class type and mode? 、? How to cultivate English teaching skills in primary schools? The application of phonetics in teaching; ? How to conduct research? 、? How to write a paper? 、? How to learn English words? Wait a minute.
2. Follow-up guidance.
Tracking guidance is a daily training method to help trainees. Paired teachers provide students with guidance on teaching design, teaching methods, writing papers and research projects through on-site guidance, telephone calls and emails. They are patient, careful and dedicated, regardless of hardships and remuneration, and have invested a lot of time and energy, winning the high trust and respect of the students.
For example, Lin Xianghua, a teacher from Baini Primary School in Chini Town, Huadu District, wrote in her training experience. Although He Laoshi is far away from me, she is very responsible and serious about her work. We often contact by phone, text message and email. Whenever I encounter problems in classroom teaching or class management, I will take the initiative to contact her, ask her for advice and seek solutions from her. Especially in teaching, research and research, I had little contact with it before. There are some difficulties in carrying out the work, and even the direction can't be found. So I humbly asked her for advice and got a detailed understanding of the working ideas, methods and key points. She took pains to guide me in my work. She also regularly asks me about my situation and actively exchanges work experience with me. She is experienced and helpful. With her help, I quickly adapted to all aspects of work. Has grown into a backbone Chinese teacher in the school, and has undertaken many open classes in the school, with good results, which has been fully affirmed by the school leaders. ?
Teacher Zhou of Nancun Primary School in Baiyun District wrote in her training experience:? I designed a teaching design first, and then told Mr. Feng Lei my idea by phone. Teacher Feng helped me correct my shortcomings. In the ninth week, I invited four teachers from Haizhu District to our school for a trial teaching class. Mr. Feng Lei took time to come. After listening to my class, Mr. Feng affirmed what I did well, and also put forward some shortcomings. After hard work, my research class was highly praised by teachers in the week of 1 1. ?
3. Class discussion.
Classroom discussion is an important way for students to turn theoretical viewpoints into teaching actions, form practical knowledge and acquire teaching skills. All disciplines attach great importance to this training method, and widely carry out class case discussion activities such as class case observation, heterogeneous classroom and two lectures in one class. Through vivid classroom examples, they provide teaching templates for trainees, analyze and deconstruct the classroom, and help trainees to construct new classroom teaching concepts and form new classroom teaching skills.
For example, in the past year, each district of the primary school Chinese Department organized a tutorial group to go to the countryside to give two lectures on one lesson, with a total of 16 person-times, and members of the tutorial group invited students to attend classes in the school dozens of times. Construction of Liumalu Primary School in Yuexiu District? Effective teaching demonstration? During the school-based teaching and research, the Chinese teacher invited people from Baiyun District and Mr. Huang from Banghu No.3 Primary School to attend. The two teachers made an in-depth discussion on the demonstration of lesson examples, which extended to their usual classroom teaching practice and solved the practical problems in the classroom.
2018,21March Nancun Primary School in Baiyun District launched Haizhu Baiyun? Hand in hand teaching and research activities. The leaders and English teachers of Tongfu Road No.1 Primary School in Haizhu District participated in this activity, as well as more than 100 English teachers from Baiyun District. In this activity, Cao from Nancun Primary School in Baiyun District and Huang Lishan from Tongfu Middle Road No.1 Primary School in Haizhu District showed wonderful lessons respectively. On April 1 1, 2008, Yuexiu Baiyun was successfully launched in Xiejiazhuang Primary School in Baiyun District with the strong support of teachers Lu Zonggan, Yang Hande and Lian. In this teaching and research activity, Mr. Cao Jianxing from Xiejiazhuang Primary School and Mr. Xie Li from Chaotianlu Primary School taught Unit 2 Animals in Grade 3 and Unit 13 Diet in Grade 4 respectively.
The primary school science department carries out the same class activities around a specific theme. 201710126 On October, Mr. Zou Lihua from Conghua Liangkoushan Teachers' School and Mr. Li Caimo from Conghua Hot Spring No.1 Primary School had a lesson on "All kinds of leaves". 201165438 2007+1On October 20th, Mr. Zhong Qiaofen from Xiangxue Primary School in Luogang District and Mr. Tong from jiulong town No.2 Primary School had a lesson on "How Sound Generated". On April 24th, 20 18, Mr. Zhong Shanbin and Mr. Pan of Panyu Hualong Tanshan Primary School had a lesson on magnetism in Panyu Central Primary School.
Yuexiu District organizes backbone teachers of moral education in primary schools to carry out in Baiyun District? Two lectures in one lesson? Teaching seminar: Chen Xiuru from Wendelu Primary School in Yuexiu District and Chen Huihui from Nancun Primary School in Baiyun District teach Grade Two respectively? Is the class group really warm? In a class, pairs of teachers and trainees are heterogeneous in the same class, which broadens the horizons of all participating teachers and thus expands? Pay attention to the details of classroom teaching? The discussion benefited everyone a lot.
4. Online teaching and research.
E-mail, QQ, blog, teaching and research network and other network exchanges are convenient, fast and timely. Teachers in urban and rural areas who are far apart communicate and interact in time through network communication, and it has become an important way for many disciplines to carry out training activities by using modern network technology.
The tutor group of Yuexiu District of Chinese Department of primary school has set up a public mailbox to make full use of network resources to solve the contradiction that rural teachers stick to the front line of teaching, have heavy tasks and have no time to go out for training. A rural teacher exchange network based on autonomous learning, supported by teaching and research activities and supported by information resources has been established.
The primary school science department uses the teaching and research network to carry out special training, and uses the QQ group of primary school science to carry out online teaching and research around the theme of teaching and research every other week to carry out targeted and timely interactive exchanges. At the same time, various online teaching and research channels such as Conghua Primary School Science Blog, Conghua Science QQ Group, Haizhu Science QQ Group and Tianhe Tribal Primary School Science Blog have been opened in each district. And asked all relevant science teachers to join, established a platform for teachers to learn, communicate and exchange with each other, enhanced the communication and interaction between urban and rural school teachers, enhanced the understanding between urban and rural teachers and promoted mutual learning.
The math teacher at Xiguan Experimental School in Liwan wrote in her mind. Nansha and Liwan are far apart. How to implement the aid task? QQ has become the best channel for our communication. Using modern network technology, we had a silent dialogue with teachers in Nansha District. In this seemingly ordinary but magical silent world, we have a spark of thinking. ?
Fourth, improve the training mechanism to ensure the quality of training.
1, task-driven, responsibility implementation. In order to ensure the quality of training, each discipline has made clear tasks for both sides, which has also become the goal pursued by both sides in training.
For example, the Chinese Department of primary schools stipulates that members of the tutoring group should do their own thing when guiding rural teachers. Three combinations? , that is, the combination of centralized training and decentralized guidance; Combining theoretical study with teaching practice; The combination of teaching research and subject research. During the training? Three one projects? ① Help students find a problem in teaching and conduct small-scale research; ② Interactive discussion on teaching design and implementation around the questions raised in one semester; (3) Instruct teachers to go to the countryside once every semester, exchange observation classes, and participate in demonstration classes and exchange classes. Instructors are required: to help trainees guide and help the research of the subject and form corresponding results (courses, papers or research reports); Provide necessary resources and intelligent help; Close contact through other means, and effectively play a guiding role.
In order to reduce the randomness of pair training, the Department of Mathematics in primary schools has established a roster of trainers and trainees and materials to guide each pair of teachers and apprentices to formulate and implement the general goals and stage goals according to actual needs. Four decisions? Set goals, time, theme and method; Insist? Three ones? Listen to each other in class, write papers, recommend a good book and so on. , and accumulate and summarize written materials.
2. Pay attention to the selection and training of tutors and improve the level of guidance. The effect of pairing training depends largely on the sense of responsibility and professional development level of the lecturer. All disciplines in the city select instructors with strong sense of responsibility, good theoretical literacy and high professional level for the training objects to ensure the effectiveness of training guidance. At the same time, through meetings and training, instructors can deepen their understanding of the work and improve their guidance level.
For example, the language department of primary schools conducts special training activities for tutors for all members of the tutor group. From April 38 to July, 2065, it was conducted in Dongfeng West Road Primary School in Yuexiu District by Mr. Liu Chengtong, Mr. Lin Yuying, Mr. Luo Xihua and Mr. Lin Xiaohong. How to conduct small-scale research? 、? How does a teacher write a paper? 、? How to communicate with rural teachers? 、? What kind of guidance do rural teachers need? And other special lectures.
3, strengthen process monitoring, timely summary and promotion. In order to prevent the training from going through the motions, various disciplines have strengthened the monitoring of the training process, carried out regular inspections and summaries, and popularized effective practices and training results.
For example, the mathematics department of primary school pays attention to giving full play to the subjectivity of trainers and trainees, giving more space for pairing, encouraging creativity, conducting follow-up interviews on a regular basis, and timely checking, summarizing and popularizing.
The Ministry of Primary School Science has formulated the Registration Form for Training Activities of Rural Primary School Teachers in xx City, which requires both parties to fill in the training activities and pairing assistance activities carefully, and send it to the Ministry of Primary School Science of the Municipal Teaching and Research Office after being confirmed by the seal of the school and the district (county) teaching and research office. At the same time, also carried out? Mid-term identity confirmation of rural science teachers and normal students in primary schools? Work, reconfirm the list of rural teachers' primary school science training students, ensure that the teachers participating in the training are full-time and part-time science teachers, and ask the teaching and research offices of all districts (county-level cities) to assist in replacing the original students of part-time and part-time science teachers with suitable candidates.
V. Training suggestions for the next stage
Over the past year, the training of rural teachers, focusing on pairing assistance, has effectively promoted the professional development of rural primary school teachers. According to incomplete statistics, up to now, the city has held 82 training courses; The number of participants reached14530; Students and trainers wrote 205 papers, including teaching design 193; Lesson discussion section128; Cooperate in 57 research projects; Form 45 volumes of data and results, with a total of 520,000 words. Teachers who participated in the training have further updated their teaching concepts, changed their teaching methods obviously, and a large number of teachers have stood out and achieved gratifying teaching results. The construction of discipline groups in rural schools has made great progress and the quality of rural education has been continuously improved.
On the basis of the above achievements, some suggestions are put forward for continuing to do a good job in training in the next stage:
1. Insist? Based on training? As a fundamental strategy for the construction of rural teachers.
2. Give full play to the leading role of city, district and school in teacher training, and do a good job in teacher training planning.
3. Perfect? Cultivate and improve reuse? Incentive mechanism to stimulate teachers to actively participate in training? Internal drive? .
4. Strengthen the systematization of training content, develop the diversity of training methods and improve the effectiveness of training.
5. Pay attention to the creation of guarantee conditions to ensure the sustainable development of training.