The fundamental driving force of teachers' personal development comes from their own internal efforts. In the process of teachers participating in school-based training, we should try our best to touch teachers' learning motivation of "I want to learn" and change a large number of teachers' thinking of "I want to learn" through training. Newton once said, "Enthusiasm without knowledge is like adventure in the dark." Strengthening theoretical study, consciously accepting theoretical guidance, striving to improve the quality of teaching theory and enhancing theoretical thinking ability are the only way for a teacher to become an educator. It is not enough for teachers to be enthusiastic when they are engaged in the practice of a new round of curriculum reform. Only by actively arming ourselves with advanced theories can we not lose our way, not blindly follow, and truly make achievements. To this end, our school subscribes to education and teaching newspapers and magazines for teachers to learn, so that teachers can see the direction of curriculum reform, pay attention to curriculum reform, "wear old shoes and take a new road" and guide teaching practice with the new curriculum concept. Our deep feeling is that only teachers' active participation and active learning can produce substantive significance and maximize the effect, build the school into a learning organization and make the school sustainable.
The research shows that the highest level of teachers' professional development is self-renewal, which is a process of positive self-analysis, self-evaluation, self-denial and self-development. The key to self-renewal is that teachers should have correct self-awareness and be able to correctly understand their roles.
Stephen Covey once said, "You can't become a person with the right behavior overnight. This is a lifelong process of self-renewal. In the past, the wrong attitude towards action was' don't repair it easily until it is damaged.' The correct attitude now is:' If it's not damaged, it's because you didn't check it thoroughly' ".
To this end, on the one hand, we will popularize the concept of the role change that the new curriculum requires teachers to complete in the relevant teacher learning activities organized by the school, that is, teachers are required to (1) gradually change from simple knowledge imparting in the past to paying more attention to students' development while imparting knowledge and being a promoter. (2) Gradually changing from a practitioner to an action researcher. (3) From a simple manager in the past, he has gradually changed into a guide for students' development in management. At the same time, teachers are required to realize that with the change of students' learning methods, teachers' educational concepts and teaching behaviors must also change, and teachers will become promoters, organizers and instructors of students' learning. In order to guide students to learn, teachers must constantly absorb new scientific, social and historical background knowledge, update their knowledge structure and improve their comprehensive quality. The relationship between teachers and students is no longer the main and auxiliary relationship, and a new relationship between teachers and students will be established.
While establishing a correct concept of teachers' self-evaluation, the school has also formulated a highly operational indicator system for teachers' self-evaluation. In essence, teacher's self-evaluation is a kind of self-diagnosis evaluation to find problems and improve teaching. The main purpose is to improve teaching. Therefore, we should attach importance to the results of teachers' self-evaluation, and school leaders should cooperate with relevant personnel in time, actively help teachers analyze the causes of existing problems, and put forward constructive suggestions on methods and measures to solve problems, so that teachers can benefit from the self-evaluation process and teachers' self-evaluation can really promote teachers' professional development, thus actively and effectively improving the quality of education.
Second, teachers find problems in teaching, which is the ladder of teachers' professional development.
No problem, it's the biggest problem. The traditional way of thinking and traditional teaching methods have deeply branded teachers as "teachers are always right". In other words, teachers often have a tendency of "teaching without problems". Once there is a problem in teaching, it will always be a problem for students. In order to overcome this tendency of teachers, teachers should be allowed to deeply reflect on various problems in teaching and find the crux of the problem mainly from their own aspects. Because the problem is found and the crux is found, then teachers will have the need for further study and thus have the motivation for further development.
As we all know, contemporary society is a learning society, and everyone knows to study hard. However, as a professional worker engaged in teaching, how should teachers learn? The "problem-based" learning method put forward by American scholars bridges and Helinger is very enlightening for teachers' professional development. The guiding ideology of "problem-based" learning mainly includes:
1, the problem is the starting point of learning and the basis for choosing knowledge.
2. The professional development of educational administrators must be related to the real situation and complex problems in the workplace.
3. Teachers are no longer interpreters or teachers of "truth", and their focus is no longer on "performance" in class, but on the design before class and the feedback and reflection after class.
To this end, we require teachers to reproduce their own situation, inner activities and decision-making process according to their own experience (management or education and teaching) and relevant requirements of case writing. After teachers have a certain "problem consciousness", they can hire experts or solve the doubts in teachers' minds in other ways. By "creating problem situations" (learning is the result of cognitive and social interaction in problem situations), activating background knowledge, inviting experts to play the role of "scaffolding" (inspiration and support), and then guiding teachers to reflect after problems (reflecting on the process of thinking and solving problems, improving thinking strategies), teachers can cultivate a "professional awareness" about their own careers and develop their autonomous learning ability. To carry out school-based training in our school, teachers should constantly learn new knowledge and skills according to the needs of their work, learn from new problems in their work, learn from practical work, and apply their learning results to practical work to enhance the pertinence and effectiveness of training and learning. Through the continuous analysis and in-depth exploration of their own educational and teaching practice activities, especially the discussion of teaching and research groups or groups, everyone involved can experience the learning process, so that work and learning are inseparable. The main activity place of teachers is the classroom, and the problems encountered in the classroom are exactly the problems that need to be solved in educational research, which creates excellent conditions for teachers to carry out educational research and puts forward new requirements for teachers today. Starting from the next semester in 2002, we require teachers under the age of 45 to choose a hot and difficult problem in teaching for special research every semester according to their own teaching practice. It has formed a hot and difficult problem → related theory (experience) learning → practical attempt → review and reflection → forming a paper (experience) task model. Pay attention to the "trivial matters" encountered in teachers' front-line work, pay attention to teachers' internal learning needs and motivation, and pay attention to teachers' own development and improvement. Every semester, teachers should write cases about their own education and teaching work. The more important significance of this activity is that "after teachers experience the fun of learning and solving problems and acquire self-directed learning skills, teachers are likely to be determined to explore challenging tasks." This is the ladder for teachers to achieve high-level professional development of teachers.
Thirdly, learning and discussion among teachers is an effective form of teachers' professional development.
Study and discussion among colleagues The teachers in the school are all in the same educational environment, facing the same students, and need to complete the same educational tasks and work for the same educational goals. Therefore, although there are differences between teachers, they will inevitably encounter similar problems. In this case, the research and discussion on * * * among teachers has greater value and significance. This kind of study and discussion is helpful for teachers to learn from other teachers' practical experience, and also embodies the spirit of cooperation among teachers, which can not be achieved by individual learning.
Teachers' own experience and reflection are the most important sources of teachers' teaching professional knowledge and ability. Because any experience has certain limitations and needs to be developed, otherwise, experience will become a rigid dogma. Only after reflection can the original experience be constantly examined, revised, strengthened and denied, and the experience will be refined and sublimated. The new curriculum challenges teachers' traditional teaching experience, and the importance of experience reflection has reached an unprecedented height. However, only teachers themselves can change themselves, and only when teachers realize their own teaching experience and limitations, and make adjustments and reorganizations after reflection, can they form advanced teaching concepts that meet the requirements of the new curriculum concept. In the past two years, our school has carried out the "research on management strategies to improve teachers' teaching reflection ability", taking teaching postscript and teaching case study as important methods for teachers to reflect on teaching and achieved remarkable results.
Peer observation is also an economical and effective form of school-based training. It does not aim at evaluation, but pays attention to teachers' professional development, aiming at promoting teachers' professional growth. Observation activities usually include three links-preparation before observation, observation process and discussion after observation, among which discussion after observation is an important part. Teachers who attend classes are not picky and regard good and bad events in class as valuable and important research resources. The discussion usually has no evaluation color, full communication and discussion, learning from each other's strengths and exploring strategies and methods for mutual promotion, which effectively improves classroom teaching and is widely welcomed by teachers in our school. This activity attaches great importance to professional exchanges, coordination and cooperation among teachers, sharing experiences, learning from each other, supporting each other and growing together, and turning the school into a caring social group, which is conducive to the development of the school.
"Let quality education enter curriculum, classroom and teaching" has become a fashionable discourse. But, how to get in? Who brought it in? Into what? ..... There is no doubt that to solve these problems depends largely on teachers. Compared with students' vigorous research study, teachers' research teaching still has a long way to go. Inquiry learning needs inquiry teaching, inquiry teaching and inquiry training. In the past, critical injection and heuristic promotion were all aimed at teaching. At present, when criticizing receptive learning and advocating research-based learning, there may still be some shortcomings mainly aimed at learning, which leads to the disconnection between teaching and learning.
These works enable our teachers to accept this change after a short period of adaptation and adjustment. Teachers have changed significantly in knowledge, ability and concept, formed the habit of evaluating and appreciating the inquiry process and knowledge, and improved their ability of evaluation and appreciation. Teachers' professional development, in addition to the development of professional ethics, professional affection and professional accomplishment, is also manifested in their own understanding of the subject teaching profession, that is, the position of the subject he teaches in the whole human knowledge system and the life significance of this subject to the development of students and teachers themselves. In teachers' daily teaching activities, the significance of carrying out research-based teaching activities to teachers' professional development has been fully illustrated by the above examples.
Research-based teaching will eventually change teachers' life style, make teachers' career change from technical to academic, and make middle school teachers become real intellectuals. Reading, communicating, sharing ideas and sharing gains should be an indispensable part of a teacher's life. Teachers must know that reading, as a spiritual life, is different from reading textbooks and teaching reference for professional needs.
Of course, teachers' professional quality and cultural background can also be improved through academic lectures and professional research. The emergence of research-based teaching will dilute the boundaries between learning and creation, primary school and middle school to a certain extent. For primary school teachers, it is not enough to update their ideas and improve their teaching methods. Improving teachers' professional quality and cultural quality will be an important subject of teacher education and an objective requirement of the new curriculum.
Fourthly, the cooperation between schools and off-campus educational institutions is an important guarantee for teachers' professional development.
Teachers' professional development is neither isolated nor reflective. The cooperation between primary and secondary schools and off-campus institutions is an important guarantee for teachers' professional development. These off-campus institutions include universities, educational professional institutions (such as Zhejiang Institute of Education), city and county teachers' continuing education institutions and so on.
The cooperation between primary and secondary schools, universities and their educational professional institutions can support teachers' professional development with more external resources, especially intellectual support. They are institutions engaged in teacher education and educational professional institutions, with rich educational resources and resources that can promote the development of teachers, including educational research information, policy information and practical information, as well as teaching staff and professionals engaged in teacher development research. The cooperation between primary and secondary schools and these institutions can make the professional development of school teachers more comprehensive, scientific and theoretical, and at the same time get more practical guidance; These institutions can also get more practical information and materials by participating in a specific activity, so as to promote the theory and practice of teachers' professional development and better guide the future teachers' professional development. Emphasizing the connection and cooperation among primary and secondary schools, universities and research institutions is the embodiment of the close combination of theory and practice, and also an important basis for ensuring the success of teachers' professional development.
Teaching is no longer to impart abstract content and information. Teachers must constantly participate in professional learning and integrate knowledge, concepts, strategies and skills of different disciplines to solve complex problems in the real world and meet the needs of new curriculum reform. Teachers should not only understand the knowledge in the curriculum and textbooks, but also understand the outside world and see what is happening in the real world. How did it happen? The cooperation among primary and secondary schools, universities and their educational institutions can enable teachers to obtain more information about external resources, thus linking classroom teaching with the real world.
In the process of implementing the new curriculum, teachers need professional guidance and the support and help of researchers. There are faculty members who are committed to teacher education and professionals who study the professional development of teachers. For example, Xiao, Li, Luo Baiwei of Zhejiang Institute of Education and other education experts and professors, Hu, director of Shanghai Institute of Education. Their arrival has brought me a brand-new educational information concept. Through teaching and communicating with teachers, they greatly promoted the professional development of teachers in our county. Shanghai Education Research Report points out that an important experience of Shanghai primary and secondary schools in the first round of curriculum reform is the successful cooperation with off-campus institutions, which have made remarkable achievements in teachers' professional development. Our school has also tasted the sweetness of this aspect, and the teachers have benefited a lot.
In short, with the further deepening of the new curriculum reform, teachers' professional development will be paid more and more attention by the education authorities and school administrators. We firmly believe that the school will become the cradle of teachers' professional development, and teachers' professional development will further make a qualitative leap.